Over ten years after the original edition of Teacher Identity Discourses, Janet Alsup revisits her work with a new research study examining the characteristics of the millennial teachers now beginning to populate K-12 classrooms. Building off the first edition, this text is based on a qualitative, interview-based research study, and provides a contemporary look at how millennial teachers experience professional identity growth through language use. This innovative research investigates how formation of a professional identity is central in the process of becoming an effective teacher. Updated with new analyses of teacher identity discourses, the second edition covers themes that still resonate today and provides practical suggestions and sample assignments for teacher educators to use or adapt in methods courses.
Table of Contents
Chapter 1: A Teaching Life, Re-visited: How and Why This Project Came to Be
Chapter 2: What Does It Mean to Be a Millennial Secondary School Teacher?
Chapter 3: Living the Contradiction: Narratives of Opposition
Chapter 4: Who is in Control: Narratives of Authority and Vulnerability
Chapter 5: What Does a Teacher Look Like? Narratives of the Teacher Persona
Chapter 6: Using Discourse to Create a Teacher Identity: Narratives of Balance
Chapter 7: Seeking Identity Through Images: Metaphors of Teacher Self
Chapter 8: To Know Thyself, Again: Final Thoughts about Teacher Identity
Appendix: Sample Assignments
Janet Alsup is Professor of Literacy and Language Education, and Head of the Department of Curriculum and Instruction at Purdue University, USA.
"Alsup treats new developments in the landscape of teacher education not just as new challenges, but as part of the historical terrain in which teachers now reside. The case studies of beginning teachers presented within the book illustrate how teacher agency and identity interact with complex, and sometimes contradicting, mandates. The revised edition makes an insightful contribution to on-going research on teacher identity in teacher education. Teacher educators and researchers will resonate with its depiction of how beginning teachers are often the innovators we’ve asked them to be."
- Heidi Hallman, University of Kansas, USA