Negotiating Roles, Identities and Pedagogical Practice
The paper is based on critical theory and ethnographic approaches that examine the influences on teaching practice and the development of professional identities. Constructed from the model from Goodwin’s domains of influences from teachers’ beliefs, knowledge and practices on pedagogical practice, the revised model is elaborated to integrate an interactive relationship between these domains and that of practice and professional identities. A postmodernist lens is used so that professional identities and leadership roles may be seen to be multiple, changing, conflicting and tenuous and involving the process of reflexivity, agency and performativity.
Declaration of conflicts of interestNo known conflicts of interest.
Corresponding author firstname.lastname@example.org
Lead author country
- New Zealand
Lead author job role
- Higher Education Researcher
Lead author institutionUniversity of Waikato