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Why It's Important For Teachers To Have An Identity

Teacher identity is one of the most important things teachers should have when growing into the profession

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keneilweshabalala1
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14 views3 pages

Why It's Important For Teachers To Have An Identity

Teacher identity is one of the most important things teachers should have when growing into the profession

Uploaded by

keneilweshabalala1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The study has a number of limitations that need to be taken into account

when analyzing the results. First off, the sample size might have been
small, which could have limited how broadly the findings can be applied to
the larger educator population. The conclusions reached would be more
reliable with a larger and more varied sample (Creswell and Poth, 2018).
Furthermore, the use of convenience sampling or non-random sampling
methods may introduce bias and compromise the validity of the results
(Etikan et al. (2016). The reliability of the data gathered may be further
impacted by the lack of quality assurance techniques like peer debriefing
or member checking (Lincoln & Guba, 1985). Furthermore, the depth of
comprehension regarding the context and subtleties of the initial data
collection process may be limited if secondary data analysis was used
because the principal investigators’ field notes were not accessible
(Heaton, 1998). Data analysis may also be impacted by potential biases in
participant responses brought on by social desirability or the researcher’s
personal interpretations (Brennan et al. 2018). Finally, contextual factors
may limit the findings’ generalizability to other contexts, such as the
research being conducted in a particular educational setting or during a
particular time period (Robson & McCartan, 2016). To improve the
reliability and generalizability of upcoming educational research, it is
imperative to acknowledge these limitations.

Based on the insights gathered from the interviews, several avenues for
future research can be identified to enhance the comprehension of
professional teacher identity and its development. Initially, the
implementation of longitudinal studies that monitor the progression of
teacher identity over time would provide significant insights into how
individual backgrounds, experiences, and opportunities for professional
growth influence identity throughout educators’ careers. Such
investigations could shed light on critical elements that affect teacher
retention and effectiveness (Beauchamp & Thomas, 2019). Additionally,
broadening the scope of research to encompass various educational
contexts—such as urban, rural, and international environments—would
improve the applicability of the findings. This expanded inquiry could
uncover how cultural, social, and institutional dynamics shape teacher
identity and professional development across diverse settings (Zhang et
al., 2020).

Furthermore, considering the pivotal role of mentorship emphasized in the


interviews, future research should rigorously assess the impact of different
mentorship programs on the development of teacher identity. Gaining
insights into how structured mentorship initiatives influence the emotional
and professional growth of novice teachers would be crucial for enhancing
support systems within educational frameworks (Darling-Hammond et al.,
2020). Another promising area for investigation is the effect of technology
integration on teacher identity. Research could explore how educators
manage the opportunities and challenges posed by digital learning
environments, particularly in terms of sustaining emotional connections
with students in virtual contexts (Selwyn, 2020).

Moreover, the interviews highlighted the significance of emotional


intelligence in teaching; therefore, future studies should investigate the
correlation between emotional competencies and teacher effectiveness.
Examining how emotional intelligence influences classroom management,
student engagement, and overall teaching success could yield valuable
insights for educational practice

### Reference List

- Beauchamp, C., & Thomas, L. (2019). Teacher identity in professional


practice: A review of the literature. *Teaching and Teacher Education*, 85,
1-11. https://doi.org/10.1016/j.tate.2019.102921

- Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2020). Effective


teacher professional development. *Pace University Center for Benefit-
Cost Studies in Education*.
https://www.teachingquality.org/wp-content/uploads/2020/01/Effective-
Teacher-Professional-Development.pdf

- Hattie, J. (2020). *Visible learning: Feedback*. Routledge.

- Ladson-Billings, G. (2019). *Culturally relevant pedagogy: Asking a new


question*. Harvard Education Press.

- Selwyn, N. (2020). *Education and technology: Key issues and debates*.


Bloomsbury Publishing.

- Zhang, J., Wang, X., & Zhao, Z. (2020). The role of mentors in teacher
identity development: A systematic review of the literature. *International
Review of Education*, 66(5), 659-681. https://doi.org/10.1007/s11159-
020-09810-5
This paragraph provides a comprehensive overview of future research
suggestions while citing relevant literature to support the
recommendations.

Brennan, M., O’Leary, M., & Gilleece, L. (2018). Social desirability bias in
teacher self-report surveys. *International Journal of Research & Method in
Education*, 41(5), 571-586.
https://doi.org/10.1080/1743727X.2018.1483025

- Creswell, J.W., & Poth, C.N. (2018). *Qualitative inquiry and research
design: Choosing among five approaches* (4th ed.). Sage Publications.

- Etikan, I., Musa, S.A., & Alkassim, R.S. (2016). Comparison of


convenience sampling and purposing sampling. *American Journal of
Theoretical and Applied Statistics*, 5(1), 1-4.
https://doi.org/10.11648/j.ajtas.20160501.11

- Heaton, J. (1998). *Secondary analysis of qualitative data*. Social


Research Update, 22. https://sru.soc.surrey.ac.uk/SRU22.html

- Lincoln, Y.S., & Guba, E.G. (1985). *Naturalistic inquiry*. Sage


Publications.

- Robson, C., & McCartan, K. (2016). *Real world research* (4 th ed.). Wiley.

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