Teacher Identity Formation from a Poststructural Perspective: A Review

International Journal of Humanities and Social Science

© 2022 by SSRG - IJHSS Journal

Volume 9 Issue 2

Year of Publication : 2022

Authors : Weiyu Xie, Hua Huang

10.14445/23942703/IJHSS-V9I2P101

How to Cite?

Weiyu Xie, Hua Huang, "Teacher Identity Formation from a Poststructural Perspective: A Review," SSRG International Journal of Humanities and Social Science, vol. 9,  no. 2, pp. 1-4, 2022. Crossref, https://doi.org/10.14445/23942703/IJHSS-V9I2P101

Abstract:

This article presents an overview of Foucault-informed post-structural stance in teacher identity research. According to poststructuralism, teacher identity, defined as the teacher’s view of his/herself as a teacher, can be interpreted through and within his/her language and discursive practices. It is constructed or disciplined through and within discourses imbued with power relations. Such a theoretical perspective sheds insightful light on future studies on teacher identity.

Keywords:

Teacher identity, Poststructuralism, Foucault, Discourse.

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