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2026
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| Online Access: | https://doi.org/10.5281/zenodo.20378698 |
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| _version_ | 1866902179594371072 |
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| author | Christensson, Pål |
| author_facet | Christensson, Pål |
| contents | <p class="MsoNormal"><span>Teacher identity research has expanded across multiple traditions, yet dominant approaches remain constrained by an ontological split between discursive construction and situated participation. This article develops a stratified ecological–emergent framework that reconceptualizes teacher identity as an embodied, relational capacity: the evolving ability to perceive and act upon pedagogical affordances within historically structured activity systems. Drawing on phenomenology, ecological psychology, critical realism, and Cultural–Historical Activity Theory, the framework integrates upward causation from the lived body with downward causation from institutional structures. It elaborates a mechanism of identity transformation—adaptive resonance, transactional friction, breakdown, emergent reattunement, and (re)stabilization—and demonstrates its explanatory force through an analytic recoding of a classroom vignette. The analysis shows how contradictions between schooling’s exchange and use values shape the affordance landscape and reorganize perceptual sensitivity in real time. The article concludes by outlining implications for identity research, teacher education, leadership, and policy, and by proposing a research agenda for operationalizing attunement, specifying threshold conditions for breakdown, and examining system realignment across contexts. Identity emerges as a dynamic ecological achievement sustained—and at times destabilized—through the alignment of embodied readiness and institutional affordances.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20378698 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Teacher Identity as Emergent Attunement: A Stratified Ecological–Emergent Framework Christensson, Pål teacher identity ecological psychology critical realism Cultural–Historical Activity Theory affordances embodiment emergent identity attunement downward causation professional development activity systems contradictions <p class="MsoNormal"><span>Teacher identity research has expanded across multiple traditions, yet dominant approaches remain constrained by an ontological split between discursive construction and situated participation. This article develops a stratified ecological–emergent framework that reconceptualizes teacher identity as an embodied, relational capacity: the evolving ability to perceive and act upon pedagogical affordances within historically structured activity systems. Drawing on phenomenology, ecological psychology, critical realism, and Cultural–Historical Activity Theory, the framework integrates upward causation from the lived body with downward causation from institutional structures. It elaborates a mechanism of identity transformation—adaptive resonance, transactional friction, breakdown, emergent reattunement, and (re)stabilization—and demonstrates its explanatory force through an analytic recoding of a classroom vignette. The analysis shows how contradictions between schooling’s exchange and use values shape the affordance landscape and reorganize perceptual sensitivity in real time. The article concludes by outlining implications for identity research, teacher education, leadership, and policy, and by proposing a research agenda for operationalizing attunement, specifying threshold conditions for breakdown, and examining system realignment across contexts. Identity emerges as a dynamic ecological achievement sustained—and at times destabilized—through the alignment of embodied readiness and institutional affordances.</span></p> |
| title | Teacher Identity as Emergent Attunement: A Stratified Ecological–Emergent Framework |
| topic | teacher identity ecological psychology critical realism Cultural–Historical Activity Theory affordances embodiment emergent identity attunement downward causation professional development activity systems contradictions |
| url | https://doi.org/10.5281/zenodo.20378698 |