Search results for: Professional identity
Page 8/13 127 items
Everyday Life and Everyday Learning: The Ways in which Pre-service Teacher Education Curriculum Can Encourage Personal Dimensions of Teacher Identity
This paper presents and discusses the findings of a research project. The project's main objective is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity.
Updated: Mar. 20, 2013
The current paper reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand. This paper focuses on the transformation process from expert trade worker to effective trades tutor, along with suggestions to assist the ‘boundary crossing’ process between two diverse vocational identities.
Updated: Feb. 27, 2013
This article has explored how cultural, social and institutional factors impact on the working lives and identities of teacher educators in Scotland. The author found that four groups constitute the bulk of the academic staff populating the departments and schools of education in Scotland. These four distinctive groups include former college staff, longstanding university staff, newly appointed university staff, and temporary university staff. For each group, there is a range of factors that will have shaped their professional identity as well as a number of choices or decisions they have made that will also play a significant part.
Updated: Feb. 12, 2013
The current article examines the major trends in the recent ITE curriculum in the Portuguese context, as a consequence of the Bologna process, which has been in place in European universities over the past few years. The author concludes that there are several issues who need further concern, such as the link between theory and practice and university context and school context, the recruitment and training of mentors and supervisors, and the developing of a training project with and within schools .
Updated: Feb. 06, 2013
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Updated: Nov. 28, 2012
This paper focuses on the teaching profession against the background of educationalisation in the Netherlands. This research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission.
Updated: Nov. 27, 2012
The current study examines how student teachers perceive their first year of teaching, by examining how they picture their development, their key experiences during that development, and, in case of negative experiences, how they coped with those experiences. This study was carried out at a teacher education institute in the Netherlands. The findings suggest that most of the student teachers in this study perceive their own development as a path with highs and lows, and with transformative moments or periods.
Updated: Nov. 06, 2012
How Pre-service Teachers Observe Teaching on Video: Effects of Viewers’ Teaching Subjects and the Subject of the Video
In this study, the authors studied subject matter impact for professional vision (pv) in pre-service teachers. The authors systematically investigated pre-service teachers’ professional vision as elicited by videos of various subjects. The authors compared between professional vision of 32 math/science majors' and 56 social science/humanities majors. The authors found evidence for different professional visions among pre-service teachers majoring in different fields; social sciences/humanities majors showed higher professional vision.
Updated: Jul. 30, 2012
This study examines the metaphors new teachers use to describe their professional identities. The study also compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers' metaphors for professional identity show readiness for the role and a focus on pupils. The metaphors suggest that new teachers struggle to develop a professional identity during their first year.
Updated: Feb. 08, 2012
Examining the Long‐term Impact of Collaborative Action Research on Teacher Identity and Practice: The Perceptions of K–12 Teachers
This qualitative, phenomenological study focused on understanding the lived experiences of 10 teachers before, during, and after engaging in action research. Outcomes revealed that several aspects of teacher identity and classroom practice were changed.
Updated: Feb. 08, 2012