Unpacking Urban Teaching Residents’ Mental Constructs: Supporting the Professional Identity Development of Teachers of Color

IF 4.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-08-25 DOI:10.1177/00224871251363951

Sharon Chang, Sibel Akin-Sabuncu, Laura Vernikoff, Colleen Horn, A. Lin Goodwin

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Abstract

When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed program archival data through the lens of perezhivanie , a mental model that individuals establish to resolve dissonances. Narrative analyses of admissions essays, interviews, journals, and autobiographies revealed that participants’ personal histories inform their equity pedagogy. Specifically, participants constructed their own professional identities in the UTR program via cultural filters shaped by their life experiences being historically minoritized, particularly to (a) develop their teacher-selves to construct practical knowledge and (b) transform their personal-selves to foster equity pedagogy. The implications for supporting the professional identity development of teachers of color are discussed.

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拆解城市教学居民的心理构念：支持有色教师的专业认同发展

当有色人种教师将他们的教学专业化时，他们会遇到个人身份和职业身份之间的紧张关系，造成不和谐。本研究考察了美国东北部城市教师实习项目中36名有色人种实习教师及其职业认同的发展。我们使用叙事研究来探索参与者如何在他们的故事中构建自己作为教师的角色。我们通过perezhivanie的视角分析了项目档案数据，perezhivanie是一种个体为解决不和谐而建立的心理模型。对招生论文、访谈、期刊和自传的叙述分析表明，参与者的个人经历会影响他们的公平教学法。具体来说，参与者在UTR项目中通过文化过滤器构建了自己的职业身份，这些文化过滤器是由他们的生活经历在历史上被少数人所塑造的，特别是为了(a)发展他们的教师自我以构建实践知识和(b)转变他们的个人自我以促进公平教学法。讨论了支持有色人种教师职业认同发展的意义。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).