What question did this study set out to answer?

This paper aims to understand how the professional identities of educator leaders influence the success of teaching projects.

June 2, 20260 citationsOpen Access

Using duoethnography to explore the impact of identity in developing Teaching Education

SWSusannah WilsonUniversity of the Highlands and Islands RBRobert BrayWorkers Educational Association

Key Points

This paper aims to understand how the professional identities of educator leaders influence the success of teaching projects.
Implemented Reflective Co-Mentoring within the project framework.
Conducted duoethnography to critically reflect on the identities of project leaders.
Focus on Further Education institutions in Scotland.
Identified conflicts in professional identities among teacher educators.
Found that these identities significantly affected project outcomes.
Highlighted the need for further exploration of identity impacts in educational literature.

Abstract

This paper explores the development and implementation of a project, designed to support the professional learning of educators working within a Further Education (FE) institution in Scotland, using an innovative method of Reflective Practice (Reflective Co-Mentoring). Specifically, the paper analyses the way in which duoethnography was used to investigate the impact that the professional identities of the project leaders had on the development and overall success of the project. The critical reflection arising from the duoethnographical process allowed the authors a greater understanding of the conflicts and tensions arising in the professional identities of teacher educators, which is an area that warrants further exploration in the literature.

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