{"title":"Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye","authors":"Özgehan Uştuk , Bedrettin Yazan","doi":"10.1016/j.tate.2024.104643","DOIUrl":null,"url":null,"abstract":"<div><p>This study reports on an identity-oriented teaching practicum in Türkiye over three years. Drawing on perezhivanie, it examines how teacher candidates (TCs) relied on the discursive and semiotic affordances while doing identity work. In this self-study of teacher education practices, we aimed to pedagogize identity by implementing arts-based pedagogies that foster identity work. Employing multimodal discourse analysis, we analyzed activity products and reflections and conducted semi-structured interviews and found that TCs utilized their perezhivanie to create learning-teaching connections and to deconstruct/reconstruct professional discourses. Our implications call on teacher educators to systematically pedagogize identity in critical components of their programs.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24001756","RegionNum":1,"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
Abstract
This study reports on an identity-oriented teaching practicum in Türkiye over three years. Drawing on perezhivanie, it examines how teacher candidates (TCs) relied on the discursive and semiotic affordances while doing identity work. In this self-study of teacher education practices, we aimed to pedagogize identity by implementing arts-based pedagogies that foster identity work. Employing multimodal discourse analysis, we analyzed activity products and reflections and conducted semi-structured interviews and found that TCs utilized their perezhivanie to create learning-teaching connections and to deconstruct/reconstruct professional discourses. Our implications call on teacher educators to systematically pedagogize identity in critical components of their programs.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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