Mediating teacher professional identity : The emergence of humanness and ethical identity

Tran, Ly Thi and Nguyen, Nhai Thi 2013, Mediating teacher professional identity : The emergence of humanness and ethical identity, International journal of training research, vol. 11, no. 3, pp. 199-212.

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Title Mediating teacher professional identity : The emergence of humanness and ethical identity
Author(s) Tran, Ly Thi
Nguyen, Nhai Thi
Journal name International journal of training research
Volume number 11
Issue number 3
Start page 199
End page 212
Total pages 14
Publisher Australian Vocational Education and Training Research Association
Place of publication [Alexandria, N.S.W.]
Publication date 2013
ISSN 1448-0220
Keyword(s) Teacher professional identity
Vocational education
International education
International students
Summary Over the past couple of years, international vocational education and training has been much debated at the nexus of the commercialisation of vocational education and social justice for international students. This nexus has significantly affected the professional identity and responsibilities of teachers who are directly involved in providing vocational education and training for international students. Drawing on a research project funded by the Australian Research Council, this paper offers an alternative lens on vocational teachers' process of mediating professional identity in response to the flow of international students and the commercialisation of vocational education. It employs the logic of relationality as a conceptual framework to interpret teachers' journey of identity re-construction. The humanness and ethical dimensions of identity have been at the heart of the teachers' negotiation over the kind of teachers they are and to which they aspire. The teachers in this research draw on humanness and ethical dimensions to engage in critical reflection of their own teaching practices, their interaction with international students and the socio-political context shaping international vocational education and training. They perceive their professional responsibility not only in relation to the facilitation of students' development of vocational skills and knowledge, but also the provision of pastoral care for international students and the advocating for social justice for this student cohort.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30059439

Document type: Journal Article
Collections: School of Education
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