Search results for: Professional identity
Page 8/13 130 items
This article describes an initiative, Becoming Teacher Educators (BTE). BTE is a community specifically designed for doctoral students whose career goal is to become teacher educators. The findings reveal a very high level of satisfaction from the members of BTE. Members frequently commented that the ongoing support from the community was the reason that they continued to learn, grow and share. In addition, the BTE community has provided members with additional educational and professional opportunities outside the basic requirements of their graduate programmes.
Updated: Sep. 10, 2013
Enhancing the Development of Pre-service Teacher Professional Identity via an Online Classroom Simulation
The authors report on a comparative case study of first and final year pre-service teachers enrolled in an undergraduate education degree who engaged with an online classroom simulation. The findings indicated the first year pre-service teachers were able to identify and articulate their emerging teaching philosophy and began to visualise themselves in the role of a classroom teacher. By way of comparison, the final year pre-service teachers were able to draw upon their previous experiences and knowledge whilst engaging with the simulation to articulate their philosophy of teaching and make important connections between their university coursework and field experiences.
Updated: Jul. 23, 2013
This study aimed to understand pre-service teachers’ use of online journaling (or blogging) to contextualize, question, construct and transform their understanding of their initial field experience within an urban school setting. The findings suggest transformative shifts in the areas of developing confidence and observation skills, understanding the complexity of schools, developing concern for others, promoting democratic ideals and becoming a professional.
Updated: Jun. 26, 2013
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