Reflections on Identity
Reflections on Identity
Podcast Description
Working in education is increasingly hectic and demanding. It is a multi-faceted world with multiple demands, often serving many masters. We rarely have time to think who we are and the impact we are making. In this series, Carol and Neil invite guests to reflect on what it means to be a professional within education. What are our identities and who determines what they are? How does identity reflect the roles that we have? Do we have a sense of agency at work? This series will explore these questions and more from personal angles and individual contexts.
Podcast Insights
Content Themes
The series explores themes related to professional identity, agency in educational roles, and individual experiences within various educational contexts. Specific episode topics include the professional challenges faced by a Computer Science teacher transitioning to teacher training, sensitivity in teaching students with vision impairments, and the complexities of identity in the roles of a headteacher and educational consultant.
Working in education is increasingly hectic and demanding. It is a multi-faceted world with multiple demands, often serving many masters. We rarely have time to think who we are and the impact we are making. In this series, Carol and Neil invite guests to reflect on what it means to be a professional within education. What are our identities and who determines what they are? How does identity reflect the roles that we have? Do we have a sense of agency at work? This series will explore these questions and more from personal angles and individual contexts.
In this episode, Jane Pescow discusses her professional identity as a manager in an early years setting. Jane gives an insight into the values and practice she upholds in her work with colleagues and young children and the importance she gives to the children enjoying their experiences of the pre-school environment. She pushes back on notions that the Early Years sector is becoming increasingly over-regulated, arguing that pre-school managers and practitioners have autonomy to devise individualised learning for the children they work with
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