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Article: Identity formation of teacher-mentors: An analysis of contrasting experiences using a Wengerian matrix framework

TitleIdentity formation of teacher-mentors: An analysis of contrasting experiences using a Wengerian matrix framework
Authors
KeywordsCommunity of practice
Identity formation
Mentoring
Professional development
Wengerian matrix framework
Issue Date2010
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2010, v. 26 n. 3, p. 722-731 How to Cite?
AbstractIn order to understand the process of identity formation in a community of practice, Wenger (2002) proposes a matrix framework whereby three qualities (connectedness, expansiveness and effectiveness) are matched against three modes of belonging (engagement, imagination and alignment). In this paper we use this framework to analyse the experiences of two teacher-mentors and interpret how their identities are formed during the process of mentoring student-teachers. Factors that contribute significantly to the development of their identity include the school culture, the 'personalities' of the other community members, and the influence of other relevant communities of practice. © 2009 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/125494
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKwan, Ten_HK
dc.contributor.authorLopezReal, Fen_HK
dc.date.accessioned2010-10-31T11:34:39Z-
dc.date.available2010-10-31T11:34:39Z-
dc.date.issued2010en_HK
dc.identifier.citationTeaching And Teacher Education, 2010, v. 26 n. 3, p. 722-731en_HK
dc.identifier.issn0742-051Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/125494-
dc.description.abstractIn order to understand the process of identity formation in a community of practice, Wenger (2002) proposes a matrix framework whereby three qualities (connectedness, expansiveness and effectiveness) are matched against three modes of belonging (engagement, imagination and alignment). In this paper we use this framework to analyse the experiences of two teacher-mentors and interpret how their identities are formed during the process of mentoring student-teachers. Factors that contribute significantly to the development of their identity include the school culture, the 'personalities' of the other community members, and the influence of other relevant communities of practice. © 2009 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_HK
dc.relation.ispartofTeaching and Teacher Educationen_HK
dc.subjectCommunity of practiceen_HK
dc.subjectIdentity formationen_HK
dc.subjectMentoringen_HK
dc.subjectProfessional developmenten_HK
dc.subjectWengerian matrix frameworken_HK
dc.titleIdentity formation of teacher-mentors: An analysis of contrasting experiences using a Wengerian matrix frameworken_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0742-051X&volume=26&issue=3&spage=722&epage=731&date=2010&atitle=Identity+formation+of+teacher–mentors:+an+analysis+of+contrasting+experiences+using+a+Wengerian+matrix+frameworken_HK
dc.identifier.emailKwan, T: tylkwan@hkucc.hku.hken_HK
dc.identifier.authorityKwan, T=rp00913en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.tate.2009.10.008en_HK
dc.identifier.scopuseid_2-s2.0-76349084058en_HK
dc.identifier.hkuros176320en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-76349084058&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume26en_HK
dc.identifier.issue3en_HK
dc.identifier.spage722en_HK
dc.identifier.epage731en_HK
dc.identifier.isiWOS:000275614500040-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKwan, T=9240378600en_HK
dc.identifier.scopusauthoridLopezReal, F=15065562900en_HK
dc.identifier.citeulike6195807-

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