We Are Who We Say We Are: Teachers' Shared Identity in the Workplace
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| Title: | We Are Who We Say We Are: Teachers' Shared Identity in the Workplace |
|---|---|
| Language: | English |
| Authors: | Gilmore, Britney, Kramer, Michael W. |
| Source: | Communication Education. 2019 68(1):1-19. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Public School Teachers, Elementary School Teachers, Professional Identity, Teacher Role, Self Concept, Personal Narratives, Teacher Attitudes, Rhetoric, Collegiality, Teacher Qualifications, Fantasy, Teacher Motivation, Teaching (Occupation) |
| DOI: | 10.1080/03634523.2018.1536271 |
| ISSN: | 0363-4523 |
| Abstract: | Symbolic convergence theory provides a framework to examine how group consciousness and meaning are formed. Because dialectical tensions are present in all human interactions (e.g., a need for flexibility and structure), group consciousness involves converging on meaning in the face of dialectical tensions. This research combined symbolic convergence theory and a dialectical tension perspective to explore how public school teachers--through the sharing of fantasy theme narratives--understand their identities in the changing educational system. This research also investigated the dialectical tensions present within the narratives teachers share to create their group identity and manage their roles. |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2018 |
| Accession Number: | EJ1198968 |
| Database: | ERIC |
| Abstract: | Symbolic convergence theory provides a framework to examine how group consciousness and meaning are formed. Because dialectical tensions are present in all human interactions (e.g., a need for flexibility and structure), group consciousness involves converging on meaning in the face of dialectical tensions. This research combined symbolic convergence theory and a dialectical tension perspective to explore how public school teachers--through the sharing of fantasy theme narratives--understand their identities in the changing educational system. This research also investigated the dialectical tensions present within the narratives teachers share to create their group identity and manage their roles. |
|---|---|
| ISSN: | 0363-4523 |
| DOI: | 10.1080/03634523.2018.1536271 |
