我们不是保姆":班主任身份工作的意义和无意义

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Adi Sapir, Ravit Mizrahi‐Shtelman
{"title":"我们不是保姆\":班主任身份工作的意义和无意义","authors":"Adi Sapir, Ravit Mizrahi‐Shtelman","doi":"10.1111/ejed.12714","DOIUrl":null,"url":null,"abstract":"This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"6 1","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work\",\"authors\":\"Adi Sapir, Ravit Mizrahi‐Shtelman\",\"doi\":\"10.1111/ejed.12714\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats.\",\"PeriodicalId\":47585,\"journal\":{\"name\":\"European Journal of Education\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-07-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1111/ejed.12714\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/ejed.12714","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究探讨了班主任教师如何在其工作和职业身份中构建有意义性,以及这种有意义性如何帮助他们解释和应对公众对其职业的批评。我们的研究依赖于对 95 名在以色列小学、初中和高中工作的教师进行的访谈,并借鉴了辨证身份工作的理论视角。我们认为,有意义是班主任身份认同的核心。因此,当面对质疑其工作意义的公众批评时,教师的职业认同感就会受到威胁。值得注意的是,这种身份威胁具有性别特征,因为教师通过 "保姆 "这一性别刻板印象来理解公众批评。此外,女教师比男教师更容易受到来自家庭成员和朋友的批评。我们确定了教师在面对这种身份威胁时所采取的身份工作补救策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work
This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信