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Beliefs in Action: Teachers' Identity Influences School's Identity?

Beliefs in Action: Teachers' Identity Influences School's Identity? BELIEFS IN ACTION: TEACHERS’ IDENTITY INFLUENCES SCHOOL’S IDENTITY? L IEVE G OMMERS C HRIS A.M. H ERMANS University of Nijmegen, the Netherlands Abstract The personal beliefs of teachers represent the voices of social-cultural groups. Four different personal beliefs about the identity of Catholic schools are identiŽ ed. Only two of these are rel- evant in the minds of teachers in Catholic schools in the Netherlands. The Ž rst is a pluralistic conception, which emphasizes openness to other religious traditions. The other, the dialogic idea, emphasizes introduction into the Catholic community as well as openness to other reli- gious traditions. The Ž rst conception represents the voice of persons who have little afŽ liation with the Catholic community. The second conception embodies the voice of persons who are strongly afŽ liated to the Catholic community. Keywords : Catholic education, the identity of the school, teachers’ beliefs, the self 1. I NTRODUCTION In section 1 we argue that a teacher’s identity (self ) in uences her or his practice. We outline four notions of the self (1.1) and Ž nally settle for a theory of identity which posits that teachers’ ideas or subjective theories in uence their practice (1.2). In http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Education and Religion Brill

Beliefs in Action: Teachers' Identity Influences School's Identity?

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Publisher
Brill
Copyright
© 2003 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1389-9791
eISSN
1570-0623
DOI
10.1163/157006203322848595
Publisher site
See Article on Publisher Site

Abstract

BELIEFS IN ACTION: TEACHERS’ IDENTITY INFLUENCES SCHOOL’S IDENTITY? L IEVE G OMMERS C HRIS A.M. H ERMANS University of Nijmegen, the Netherlands Abstract The personal beliefs of teachers represent the voices of social-cultural groups. Four different personal beliefs about the identity of Catholic schools are identiŽ ed. Only two of these are rel- evant in the minds of teachers in Catholic schools in the Netherlands. The Ž rst is a pluralistic conception, which emphasizes openness to other religious traditions. The other, the dialogic idea, emphasizes introduction into the Catholic community as well as openness to other reli- gious traditions. The Ž rst conception represents the voice of persons who have little afŽ liation with the Catholic community. The second conception embodies the voice of persons who are strongly afŽ liated to the Catholic community. Keywords : Catholic education, the identity of the school, teachers’ beliefs, the self 1. I NTRODUCTION In section 1 we argue that a teacher’s identity (self ) in uences her or his practice. We outline four notions of the self (1.1) and Ž nally settle for a theory of identity which posits that teachers’ ideas or subjective theories in uence their practice (1.2). In

Journal

International Journal of Education and Religion – Brill

Published: Jan 1, 2003

Keywords: THE SELF; CATHOLIC EDUCATION; TEACHERS' BELIEFS; THE IDENTITY OF THE SCHOOL

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