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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
FullText Text:
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Fantasy%22">Fantasy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink>
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  Data: 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.
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        Value: 10.1080/03634523.2018.1536271
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    Subjects:
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Professional Identity
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      – SubjectFull: Teacher Role
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      – SubjectFull: Self Concept
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      – SubjectFull: Personal Narratives
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Rhetoric
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      – SubjectFull: Collegiality
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      – SubjectFull: Teacher Qualifications
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      – SubjectFull: Fantasy
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      – SubjectFull: Teacher Motivation
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      – SubjectFull: Teaching (Occupation)
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