We are who we say we are: teachers' shared identity in the workplace

Symbolic convergence theory provides a framework to examine how group consciousness and meaning are formed. Because dialectical tensions are present in all human interactions (e.g., a need for flexibility and structure), group consciousness involves converging on meaning in the face of dialectical t...

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Bibliographic Details
Published in:Communication education 2019-01, Vol.68 (1), p.1-19
Main Authors: Gilmore, Britney, Kramer, Michael W.
Format: Article
Language:English
Subjects:
Collegiality
Consciousness
Dialectics
Elementary School Teachers
Fantasy
Identity
narratives
Occupational psychology
Professional Identity
Public School Teachers
relational dialectics
Rhetoric
Self Concept
symbolic convergence
Teacher Attitudes
teacher identity
Teacher Motivation
Teacher Qualifications
Teacher Role
Teachers
Teaching (Occupation)
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Summary:Symbolic convergence theory provides a framework to examine how group consciousness and meaning are formed. Because dialectical tensions are present in all human interactions (e.g., a need for flexibility and structure), group consciousness involves converging on meaning in the face of dialectical tensions. This research combined symbolic convergence theory and a dialectical tension perspective to explore how public school teachers-through the sharing of fantasy theme narratives-understand their identities in the changing educational system. This research also investigated the dialectical tensions present within the narratives teachers share to create their group identity and manage their roles.
ISSN:0363-4523
1479-5795
DOI:10.1080/03634523.2018.1536271