Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework

This article was published in Teaching and Teacher Education, Vol. 26, Issue 3, Author(s): Tammy Kwan and Francis Lopez-Real, “Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework“, Pages 722-731, Copyright Elsevier (April 2010).

In order to understand the process of identity formation in a community of practice, Wenger (2002) proposes a matrix framework whereby three qualities (connectedness, expansiveness and effectiveness) are matched against three modes of belonging (engagement, imagination and alignment).

In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers.

Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.