Teacher professional knowledge formation as a negotiation of equity discourses

Year: 2008

Author: Patrick, Rachel

Type of paper: Abstract refereed

This paper draws on a study of early career teachers’ professional knowledge and identity formation. A case study of one of the teachers is analysed to illustrate the complexity of negotiating multiple discourses of equity and difference as they play out in practice, and how the construction of self in intertwined with the formation of professional knowledge.