The Impact of Teacher Identity on Curriculum Design

<p>The iterative process of identity building that educators experience in the broader expanse of their lives directly impacts their pedagogical decisions and preferences. In addition, educators' relationship to place can be a significant factor in curriculum design in how they make connections between the classroom and the spaces their lives inhabit. A review of the literature looks at limits to the current educational system, transformative practices being implemented, as well as how natural and human systems function in an educational context. Qualitative research was conducted using phenomenological interviews to better understand the multiple factors that influence teacher identity. Teacher identities extend beyond the role they play in the classroom to encompass the larger breadth of their lives, and include such influences as prior careers, motherhood, mentors, and the places they have inhabited. The concept of a school being an example of a human system is explored. Findings include the existence of intersectional identities, influence of place, both as location and in relation to others, on identity formation, and the significance of human systems towards sustainable educational reform.</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Education

Year dc:date.available

2021

Author dc:creator

• Regnery, Willow

Contributors dc:contributor

• Jennifer Lucko, PhD
• Matthew E. Davis, PhD

• identity
• teacher preparation
• systems thinking
• transformative education
• Education

Repository record dc:identifier

https://scholar.dominican.edu/education-masters-theses/31

OAI identifier oai:identifier

oai:scholar.dominican.edu:education-masters-theses-1039