Teacher identity : crossing the technical-rationalist and affective divide

Govender, Navan Nadrajan and Ellis, Sue; Tierney, Robert J and Rizvi, Fazal and Erkican, Kadriye, eds. (2023) Teacher identity : crossing the technical-rationalist and affective divide. In: International Encyclopedia of Education (Fourth Edition). Elsevier Science, [Amsterdam, NL.], pp. 346-355. ISBN 9780128186299 (https://doi.org/10.1016/B978-0-12-818630-5.04038-0)

[thumbnail of Govender-Ellis-2023-Teacher-identity-crossing-the-technical-rationalist-and-affective-divide] Text. Filename: Govender_Ellis_2023_Teacher_identity_crossing_the_technical_rationalist_and_affective_divide.pdf
Accepted Author Manuscript
Restricted to Repository staff only until 18 May 2024.
License: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 logo
Download (454kB) | Request a copy

Abstract

The authors argue for a professional education of teachers which adopts a strong social justice agenda, and that takes seriously both the technical-rationalist and affective components of teacher identity. While a rational approach to teacher education privileges student teachers’ content and pedagogical knowledge development, an affective approach prioritises the necessary influence of (student) teachers’ identities and emotional capacities on practice. However, one without the other limits the possibilities for doing critical and social justice education. Instead, the authors argue for a holistic approach in which student teachers consider how the messiness of working across disciplinary content knowledge, communities of practice, critical engagement, and diverse identities in socio-cultural context might actually provide a strong foundation for developing critical, responsive educational experiences.

ORCID iDs

Govender, Navan Nadrajan ORCID logoORCID: https://orcid.org/0000-0001-6764-1169 and Ellis, Sue ORCID logoORCID: https://orcid.org/0000-0002-6521-5892; Tierney, Robert J, Rizvi, Fazal and Erkican, Kadriye
  • Item type:Book Section
    ID code:83447
    Dates:
    Date
    Event
    31 January 2023
    Published
    18 November 2022
    Published Online
    Keywords:teacher identity, teacher education, professional identity, social justice education, Special aspects of education, Social Sciences(all), Education, SDG 4 - Quality Education, SDG 10 - Reduced Inequalities, SDG 16 - Peace, Justice and Strong Institutions
    Subjects:Education > Special aspects of education
    Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Depositing user: Pure Administrator
    Date deposited:06 Dec 2022 14:55
    Last modified:31 Jan 2023 04:01
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/83447
CORE (COnnecting REpositories)