Abstract
| Original language | English |
|---|---|
| Title of host publication | The Asian Conference on Arts and Humanities Conference Proceedings 2014 |
| Place of Publication | Naka Ward, Nagoya, Aichi Japan |
| Publisher | The International Academic Forum (IAFOR) |
| Pages | 204-216 |
| Number of pages | 13 |
| Volume | 1 |
| Publication status | Published - 2014 |
| Event | The Asian Conference on Arts and Humanities (ACAH) 2014 5th - Osaka, Japan Duration: 3 Apr 2014 → 6 Apr 2014 |
Conference
| Conference | The Asian Conference on Arts and Humanities (ACAH) 2014 5th |
|---|---|
| Period | 3/04/14 → 6/04/14 |
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Who do you think you are? Nurturing Preservice Teacher Identity in a World of Increasing Globalisation and Emergent Risks. / Buckworth, Jenny.
The Asian Conference on Arts and Humanities Conference Proceedings 2014. Vol. 1 Naka Ward, Nagoya, Aichi Japan : The International Academic Forum (IAFOR), 2014. p. 204-216 0203.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings
TY - GEN
T1 - Who do you think you are? Nurturing Preservice Teacher Identity in a World of Increasing Globalisation and Emergent Risks
AU - Buckworth, Jenny
PY - 2014
Y1 - 2014
N2 - The process of becoming a teacher integrates and distils past and social experiences, and episodes in life that result in a cumulative history. This history can shape the identity of student, teacher and preservice teacher to ultimately become part of the broader context of education. Increasingly, we see students entering the teaching profession from diverse backgrounds that include a cross-section of vocational, cultural and international contexts and circumstances. This is largely representative of today’s mobilized communities that have been shaped and defined by a globalized marketplace. In this article I discuss issues of identity of preservice teachers in light of trending globalization, and the increasing imperative for teachers to be reflexive practitioners. Using Ulrich Beck’s theory of reflexive modernization provides a framework that can link these preservice teacher identities with globalization, modernization and emergent risk societies. In identifying risk societies as a deterioration of previously valued social norms, Beck suggests that individuals and risk societies are enmeshed together. Ironically, these evolving societies must still provide for the needs of its individuals, who, in turn exercise increasing choice in their future. Maintaining identity in these uncertain environments can collide with overall wellbeing. For the preservice teacher an erosion of identity can exaggerate feelings of disempowerment and discomfort. Overcoming this is largely dependent on the preservice teacher’s efficacy, reflexive practices, and a capacity to continue.
AB - The process of becoming a teacher integrates and distils past and social experiences, and episodes in life that result in a cumulative history. This history can shape the identity of student, teacher and preservice teacher to ultimately become part of the broader context of education. Increasingly, we see students entering the teaching profession from diverse backgrounds that include a cross-section of vocational, cultural and international contexts and circumstances. This is largely representative of today’s mobilized communities that have been shaped and defined by a globalized marketplace. In this article I discuss issues of identity of preservice teachers in light of trending globalization, and the increasing imperative for teachers to be reflexive practitioners. Using Ulrich Beck’s theory of reflexive modernization provides a framework that can link these preservice teacher identities with globalization, modernization and emergent risk societies. In identifying risk societies as a deterioration of previously valued social norms, Beck suggests that individuals and risk societies are enmeshed together. Ironically, these evolving societies must still provide for the needs of its individuals, who, in turn exercise increasing choice in their future. Maintaining identity in these uncertain environments can collide with overall wellbeing. For the preservice teacher an erosion of identity can exaggerate feelings of disempowerment and discomfort. Overcoming this is largely dependent on the preservice teacher’s efficacy, reflexive practices, and a capacity to continue.
UR - https://acah.iafor.org/acah2014/
M3 - Conference Paper published in Proceedings
VL - 1
SP - 204
EP - 216
BT - The Asian Conference on Arts and Humanities Conference Proceedings 2014
PB - The International Academic Forum (IAFOR)
CY - Naka Ward, Nagoya, Aichi Japan
ER -