Search results for: Professional identity
Page 9/14 131 items
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
This article offers a theoretical confirmation to the multiple, discontinuous and social nature of teacher identity claimed by others. This paper simultaneously nuances this view by emphasizing the unitary, continuous and individual nature of teacher identity. The paper stresses that teacher development takes place in the form of self-dialogues between different parts of self.
Updated: Nov. 17, 2011
From School Teacher to University Lecturer: Illuminating the Journey from the Classroom to the University for Two Arts Educators
This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education
Updated: Nov. 01, 2011
Trajectories of Teacher Identity Development Across Institutional Contexts: Constructing a Narrative Approach
In this study, the authors explore the question, How can teacher educators make informed, responsible, and compassionate decisions about intern identity development? To do so, the authors offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. This narrative approach can help teacher educators understand teacher candidates’ identity development as they move through the complex terrain of teacher preparation, anticipate issues that may arise, and better support teacher candidates on this journey.
Updated: Oct. 27, 2011
General, Special and … Inclusive: Refiguring Professional Identities in a Collaboratively Taught Classroom
This article examines how collaborative practice between special and general education teachers complicates the configuration of their professional identities. The article uses the framework of 'figured world' to scrutinize the practice of one special educator, Stephanie.
Updated: Apr. 26, 2011
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Updated: Apr. 17, 2011
This article presents the findings of a study which examines the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject. Furthermore, the students described the positive and negative emotions that were evoked. The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training.
Updated: Apr. 14, 2011