LEADER 05468oam 22005292 450 001 9910493179303321 005 20211220183604.0 010 $a90-04-38890-7 024 7 $a10.1163/9789004388901 035 $a(CKB)4960000000012383 035 $a(MiAaPQ)EBC5615292 035 $a(nllekb)BRILL9789004388901 035 $a(EXLCZ)994960000000012383 100 $a20180913d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 04$aThe negotiated self$b[e-book] $eemploying reflexive inquiry to explore teacher identity /$fedited by Ellyn Lyle 210 1$aLeiden ;$aBoston, MA :$cBrill Sense,$d[2018] 215 $a1 online resource (257 pages) 311 $a90-04-38889-3 320 $aIncludes bibliographical references. 327 $tFront Matter --$tCopyright page --$tForeword: Advice in this Liquid Midst /$rDavid W. Jardine --$tList of Figures --$tNotes on Contributors --$tUntangling Sel(f)ves through A/R/Tography /$rEllyn Lyle --$tButterflies in the Knapsack: An Exploration of a Teacher?s Identity /$rJulie K. Corkett --$tTrumpism, Truthiness, and the Gospel of Education /$rSean Wiebe --$tLearning to Become a Pedagogically-Engaged, Democratic Teacher: Self-Study Using Dewey?s Reflective Thinking Method /$rIsabel Martínez-Cuenca --$tReflexive Inquiry, Artistic Selves, and Epistemological Expansion /$rHeather McLeod , Cecile Badenhorst and Haley Toll --$t(Re)Constructing Anti-Colonial Teacher Identities through Reflexive Inquiry /$rAdrian Downey and Casey Burkholder --$tExploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden Curricula /$rAndrejs Kulnieks and Kelly Young --$tResponding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform Adversity /$rSara Florence Davidson --$tTeacher Identity in Formation: Social Change, Student Engagement, and a Spiritual Encounter /$rGuopeng Fu and Anthony Clarke --$tCurrere: Negotiating One?s Failure to Represent /$rValerie Triggs --$tWho Are You? Developing Teacher Identity Through an Ethics of Intersubjectivity /$rLana Parker --$tSelf-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice /$rMelanie Bennett-Stonebanks and C. Darius Stonebanks --$tSharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through Narratives /$rDerek Markides and Sandy Miller --$tBecoming Community: Ranya?s Story of Intergenerational Teaching and Learning in Art Education /$rAnita Sinner --$tSymbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs) /$rEvelyn Morales Vázquez --$tCritical Conversations on Reflexive Inquiry in Field Experiences /$rS. Laurie Hill , Amy Burns , Patricia Danyluk and Kathryn Crawford --$tPreservice Teachers Explore Their Development as Teachers of Reading /$rBeverley Brenna and Andrea Dunk --$tInsider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical Lens /$rChristine Cho --$tReflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of Teaching /$rDana Vedder-Weiss , Liel Biran , Avi Kaplan and Joanna K. Garner. 330 $aTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers? consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry. 606 $aTeachers$xTraining of$vCross-cultural studies 606 $aTeachers$xIn-service training$vCross-cultural studies 606 $aIdentity (Psychology) 606 $aTeaching$xSocial aspects 606 $aTeaching$xEvaluation 606 $aReflective teaching 608 $aElectronic books. 615 0$aTeachers$xTraining of 615 0$aTeachers$xIn-service training 615 0$aIdentity (Psychology) 615 0$aTeaching$xSocial aspects. 615 0$aTeaching$xEvaluation. 615 0$aReflective teaching. 676 $a370.711 702 $aLyle$b Ellyn 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910493179303321 996 $aThe negotiated self$92466173 997 $aUNINA