Teacher identity construction: becoming a ‘teacher of reading’

Challen, Doreen (2008) Teacher identity construction: becoming a ‘teacher of reading’ At 44th International Conference of the United Kingdom Literacy Association. 11 - 13 Jul 2008. 21 pp.


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The construction of teacher identity is a complex business, growing out of interactions within and across a number of institutions and communities of practice from childhood onwards. It is hardly surprising then that changes in policy do not necessarily translate into the intended changes to practice. Small-group guided reading, for example, introduced by the National Literacy Strategy some ten years ago, has had a patchy uptake, according to the limited data available. Yet many teachers have adopted it with enthusiasm and commitment. Taking this as a starting point, this paper reports on part of a study which explores the development of teachers’ identities and practices specifically as teachers of reading, against a Bernsteinian socio-cultural framework. Three teachers participate, all of whom include guided reading routinely in their pedagogic repertoires. The analysis of data from interviews and observations of video-recorded guided reading lessons enables the relationship between teachers’ past history, current understandings and current practice to become visible. Findings are discussed with a view to their implications for teacher development.

Item Type: Conference or Workshop Item (Paper)
Venue - Dates: 44th International Conference of the United Kingdom Literacy Association, 2008-07-11 - 2008-07-13
Keywords: literacy, pedagogy, reading, teacher biography
ePrint ID: 54128
Date :
Date Event
12 July 2008Published
Date Deposited: 05 Aug 2008
Last Modified: 16 Apr 2017 17:47
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/54128

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