Table Of ContentIdentity Structure
Analysis and Teacher
Mentorship
Across the Context of
Schools and the Individual
Graham Passmore · Amanda Turner ·
Julie Prescott
Identity Structure Analysis and Teacher
Mentorship
Graham Passmore · Amanda Turner ·
Julie Prescott
Identity Structure
Analysis and Teacher
Mentorship
Across the Context of Schools
and the Individual
Graham Passmore Amanda Turner
Faculty of Education Faculty of Education and Psychology
Lakehead University University of Bolton
Thunder Bay, ON, Canada Bolton, UK
Julie Prescott
Faculty of Education and Psychology
University of Bolton
Bolton, UK
ISBN 978-3-030-32081-2 ISBN 978-3-030-32082-9 (eBook)
https://doi.org/10.1007/978-3-030-32082-9
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Professor Peter Weinreich arguably represented the very contradiction that
his life’s work was aiming to explain. Born British to German parents
in 1939, Peter was always going to stand out from his environment. An
under-graduate degree in Physics would help him examine extrinsic factors,
but a pivot to post-graduate Psychology would be needed to investigate the
intrinsic. While his Shenandoah stylings hinted strongly of the past, his
conversations and outlook always focused on the future. Peter relied on pen
and paper well into the e-mail age, but from early on his work relied on the
latest computer infrastructure.
It was through his needs for a computer programmer that I first met Peter. It
was through his needs from a friend that I last saw Peter and fixed the lock
on his bright orange front door in Belfast. It is poignant to juxtapose those
memories from across nearly 20 years. This last memory was just before he
moved away to spend his final weeks in the care of his family. The trails of
life finally forcing him to leave it to others to further the work that drove so
much of his thoughts and used up so much of his energy.
Peter’s work attempts to bring together many psychological concepts into a
single solid framework. At its core though, always sits the individual; their
relationship with others and with themselves, their conflicts when thrown
into different contexts, and their consistent convictions across time.
From a seemly simple of ratings, a rich range of descriptions,
explanations and predictions can be rendered.
Just as understanding Hutton’s ideas helped me grasp the deep time and the
processes of our geosphere, and just as understanding Darwin’s ideas ground
my understanding of the interconnectedness of our biosphere, it is Peter’s
theoretical framework (Identity Structure Analysis) that now forms the
bedrock of my conceptualisation of our noosphere.
It is my hope that others can come to see the world through Peter’s work.
It is my hope that Graham, Amanda and Julie’s welcome addition to that
body of work, brings more to the community of individuals analysing the
structure of identities around the globe.
Stephen Ewart
2019-06-20
Contents
1 Introduction: ISA and Its Application Across a Faculty
of Education or School Board 1
2 ISA and PD for the Individual School 35
3 ISA and Mentoring for the Individual Teacher 65
4 ISA, Identity Development and Mentorship
for Teacher Stress 101
5 The Future of ISA, Mentoring and Professional
Development 137
Appendix 173
Index 175
vii
List of Figures
Fig. 1.1 A combination of construct and entity in Ipseus 4
Fig. 1.2 Classification of identity variants 18
Fig. 1.3 Identity variant summary of the student teachers 21
Fig. 1.4 Identity variant summary of the teachers 29
Fig. 2.1 Identity variant summary of the school 1 teachers 46
Fig. 2.2 Identity variant summary of the school 2 teachers 53
Fig. 2.3 Identity variant summary of the school 3 teachers 61
Fig. 3.1 Identity variant summary of the first teacher 79
Fig. 3.2 Identity variant summary of the second teacher 87
Fig. 3.3 Identity variant summary of the student teacher 96
Fig. 4.1 Identity variant summary of the student teacher (time 2) 114
Fig. 5.1 Identity variant summary of the UK teacher (time 3) 148
ix
List of Tables
Table 1.1 Entities of the simplified teacher instrument 6
Table 1.2 Constructs (and themes) of the simplified instrument 6
Table 1.3 C ore and conflicted values and beliefs of the student
teachers 10
Table 1.4 Idealistic and contra identifications of the student teachers 13
Table 1.5 Core and conflicted values and beliefs of the teachers 23
Table 1.6 Idealistic and contra identifications of the teachers 25
Table 2.1 Core and conflicted values and beliefs 41
Table 2.2 Idealistic identifications 42
Table 2.3 Core and conflicted values and beliefs 48
Table 2.4 Idealistic and contra-identifications 49
Table 2.5 Core and conflicted values and beliefs 56
Table 2.6 Idealistic and contra-identifications 57
Table 3.1 R odgers and Scott ‘differences in how teachers make
sense’ (2008, p. 740) 67
Table 3.2 Core and conflicted values and beliefs 73
Table 3.3 Idealistic and contra-identifications 75
Table 3.4 Core and conflicted values and beliefs 82
Table 3.5 Idealistic and contra-identifications 84
Table 3.6 Core and conflicted values and beliefs 90
Table 3.7 Idealistic identifications and contra-identifications 92
xi
xii List of Tables
Table 4.1 Core and conflicted values and beliefs 108
Table 4.2 Idealistic identifications and contra-identifications 110
Table 5.1 Core and conflicted values and beliefs 142
Table 5.2 Idealistic and contra-identifications 144
