Search results for: Flores Maria Assuncao
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‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development
Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers’ understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity.
Updated: Feb. 13, 2022
Education and Child Poverty in Times of Austerity in Portugal: Implications for Teachers and Teacher Education
This article aimed to examine recent policy documents and other reports on the education sector. It also analysed the ways in which initial teacher education (ITE) deals with poverty issues, within the post-Bologna context, through the voices of student-teachers who have finished their practicum at school. The findings pointed to the deterioration of working conditions at school for teachers. The authors argue that the strategies used by teachers to face poverty situations have made student-teachers more aware of their lack of preparedness to deal with teaching in such a demanding context.
Updated: Jul. 03, 2018