Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators’ growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner’s pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators’ teaching methods, research endeavours, and leadership approaches.
Author : Manpreet Kaur Bagga
The Psychological Safety of Indian School Teachers: Where the Mind is Without Fear
A growing body of research has focused on understanding the nature of psychological safety (PS) and recognizing factors contributing to it. Psychological safety describes an individual’s perceptions of the consequences of taking interpersonal risks in a particular context. This study aimed to examine the following research questions: What is the level of PS among Indian school teachers? What are the factors affecting the PS of teachers? And what type of support is expected by teachers to enhance their PS? A mixed-method approach was used to find the answers to these research questions. Neuroception of psychological safety scale (NPSS) by Morton et al. (2021) was used to collect quantitative data from four different districts of Punjab state of India. The focus group technique was used to collect qualitative data. Participants for this study were selected using convenient and purposive sampling. Quantitative data for this study was drawn from 100 school teachers and for qualitative data, 10 participants with extremely low scores and 10 participants with extremely high scores on NPSS were selected for two focus groups to find out the factors contributing to PS of teachers. The results showed that Indian school teachers had an average level of PS. The findings also implied the importance of PS for teachers and revealed that organizational culture, leadership, and teamwork are important factors contributing to PS for teachers.