5. Teachers' Professional Identity

Theoretical Perspectives on Workplace Learning in the Teaching Context

  1. Jeff Adams1,
  2. Matt Cochrane2 and
  3. Linda Dunne2
  1. Rob Foster

Published Online: 5 OCT 2011

DOI: 10.1002/9781119950844.ch5

Applying Theory to Educational Research: An Introductory Approach with Case Studies

Applying Theory to Educational Research: An Introductory Approach with Case Studies

How to Cite

Foster, R. (2011) Teachers' Professional Identity, in Applying Theory to Educational Research: An Introductory Approach with Case Studies (eds J. Adams, M. Cochrane and L. Dunne), John Wiley & Sons, Ltd, Chichester, UK. doi: 10.1002/9781119950844.ch5

Editor Information

  1. 1

    University of Chester, UK

  2. 2

    Edge Hill University, UK

Author Information

  1. Edge Hill University, UK

Publication History

  1. Published Online: 5 OCT 2011
  2. Published Print: 7 OCT 2011

ISBN Information

Print ISBN: 9780470972366

Online ISBN: 9781119950844

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Keywords:

  • emergent voices;
  • teachers' professional identity;
  • Lave and Wenger's theory of situated learning;
  • Schön's reflection-in-action and reflection-on-action;
  • Graduate Teacher Programme (GTP);
  • Ofsted inspection report;
  • key factor in learning, an intention to learn;
  • community of practice;
  • Eraut's three types of work-based learning;
  • Eraut, Lave and Wenger models of work-based learning

Summary

This chapter contains sections titled:

  • Introduction to the Research Project

  • Theories Explained and their Use Justified in the Context of this Research Project

  • The Application of Theory to the Research

  • The Relevance and Effectiveness of Using Theory

  • Summary Conclusions and Recommendations

  • References