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EXPLORING TEACHER IDENTITY a Dissertation Submitted to the Kent A PORTRAIT OF A PRACTICING TEACHER: EXPLORING TEACHER IDENTITY A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Rachael L. Seifert December 2019 © Copyright, 2019 by Rachael L. Seifert All Rights Reserved ii A dissertation written by Rachael L. Seifert B.A., John Carroll University, 1992 M. Ed., John Carroll University, 1996 Ph.D., Kent State University, 2019 Approved by ________________________________, Director, Doctoral Dissertation Committee Janice Kroeger ________________________________, Member, Doctoral Dissertation Committee Lori G. Wilfong ________________________________, Member, Doctoral Dissertation Committee Natasha Levinson Accepted by ________________________________, Director, School of Teaching, Learning and Alexa L. Sandmann Curriculum Studies ________________________________, Dean, College of Education, Health and James C. Hannon Human Services iii SEIFERT, RACHAEL L., Ph.D., December 2019 Curriculum and Instruction A PORTRAIT OF A PRACTICING TEACHER: EXPLORING TEACHER IDENTITY (211 pp.) Director of Dissertation: Janice Kroeger, Ph.D. The purpose of this study was to explore the construction of the identity of an in-service teacher. The issue is complex because teacher identity changes over a teacher’s lifetime: Relationships, interactions, and opportunities impact a teacher’s identity formation and contribute to the fluid nature of the teacher self. Not all teachers are gifted, but as in-service teachers they have opportunities to acquire and develop any skills they may lack. Exploring the components of what makes teachers skilled at their craft helps to create a blueprint for the construction of a teacher’s identity. One particularly important component of teacher identity is a keen sense of self, essential to function at a high level of competence. The theoretical framework of this study derived from melding research about identity, which led to a focus on self and society and the interaction of the two. Designed to contribute to understanding teacher identity, this qualitative work involved the collection of data from observations, interviews, and artifacts necessary to study one in-service teacher‒participant. The result was a dynamic portrait of an in-service teacher with a focus on four developed themes: cultivating relationships, respecting spirituality, voice of action, and intentional reflection. ACKNOWLEDGMENTS I am fortunate to say that many individuals have supported me throughout the process of completing my course work and writing this dissertation. My husband Mike has been constant in his support and encouragement; I knew that I would reach my goal because of his unwavering confidence in me. My four children—Gabrielle, Molly, Ethan, and Olivia—watched me work through the process of completing my doctorate, and I hope they have learned that they can make any dream a reality as long as they persevere. I wanted each of them to see firsthand that setting challenging goals is worth the effort, that goals are achieved not because one dreams but because one endures until they come true. My family has been my strength and a source of unending love. Next, my parents have been steadfast in their love, support, and guidance. I am strong because they taught me to be strong. I am ambitious because ambition was modeled for me daily. My foundation is firm because they have always been dedicated to making it so. My blessings are countless because they have given me everything that I have ever needed. Most importantly, my parents embody love and its power. My sisters—Rebecca, Lara, and Beth—have always been key influencers in my daily life. Adult life can become complicated, pointing us to paths that may lead in different directions; but if I ever need help, I know my sisters will be at my side. Sisters are a blessing: I am indeed blessed to have them as a part of my support system. I admire them and the choices they have made to become the strong women they are. They are a gift in my life for which I am forever grateful. iv My former building staff and critical friends formed a unique family, offering a daily source of support and kindness. As the educational leader of the building, I marveled at how much I learned from each of them. Their encouragement and confidence in me were more helpful than they could ever know. My critical friends, you are amazing. Finally, I am grateful for my committee members: Dr. Kroeger, Dr. Wilfong, Dr. Levinson, and Dr. Hoeptner-Poling, who guided my learning process and ensured that I completed my degree. Every conversation, email, and editing session provided another opportunity for me to grow in my learning. Each member had a very different approach and perspective. Although challenging, their differences motivated my continuous growth. I am grateful for them and their dedication to my learning process. They are incredible individuals. v TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................................................................. iv LIST OF TABLES ............................................................................................................. ix CHAPTER I. THE PROBLEM............................................................................................................1 Situating Teacher Identity in the Research ...................................................................1 Purpose of the Study .....................................................................................................4 Research Questions ......................................................................................................6 Argument of the Study .................................................................................................6 Guiding Theoretical Framework ..................................................................................7 Conclusion ..................................................................................................................12 Definition of Key Terms ............................................................................................13 II. REVIEW OF THE LITERATURE ...............................................................................15 Position of Identity the Literature ................................................................................15 The Framework of Teacher Identity ............................................................................17 Historical Overview of Identity ...................................................................................18 Characteristics of Teacher Identity ..............................................................................22 Transition to the Workforce .........................................................................................22 Professional Identity of the Teacher ............................................................................25 Professional Identity of the Novice Teacher ................................................................27 Shifting Teacher Identity .............................................................................................30 The Identity of an Expert Teacher ...............................................................................32 Characteristics ........................................................................................................32 Forms of Knowledge..............................................................................................34 Conclusion ...................................................................................................................36 III. DESIGN OF THE STUDY ..........................................................................................38 Qualitative Approach ...................................................................................................39 Case Study: Research Design Method 1 ................................................................42 Portraiture: Research Design Method 2 .................................................................45 Framing the Study ........................................................................................................48 Case Study Through a Portraitist’s Lens .....................................................................51 Context, Setting, and Duration of the Study ................................................................52 Key to a Portraiture Case Study: The Participant ........................................................54 Data Collection ............................................................................................................60 Rationale for the Data ............................................................................................61 Semistructured Face-to-Face Interviews ................................................................62 vi Stimulated Recall ...................................................................................................65 Conversations and Analytic Memos ......................................................................65 Observations ..........................................................................................................68 Documents and Instructional Artifacts ..................................................................69 Data Analysis .............................................................................................................71
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