Becoming a teacher: encouraging development of teacher identity through reflective practice

Walkington, Jackie

doi:10.1080/1359866052000341124

Cited by 322 publications

(241 citation statements)

References 3 publications

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“…Jones and Straker (2006) purport that the less time mentors have, the more they tend to rely on resorting to existing strategies from their professional knowledge base and experience, strategies 'that work' (Martinez, 2004), rather than using a problem solving approach to seek out new alternatives or solutions. Thus, the danger of mentoring within the time constraints evidenced in this program is that mentees may not be challenged to question their own underlying personal philosophies and current practices with the potential result of mentees knowing how to 'fit in' (Walkington, 2005) rather than reculturing and reshaping the profession.…”

Section: Discussionmentioning

confidence: 99%

Building Mentoring Capacities in Experienced Teachers

Beutel¹,

Spooner-Lane²

2009

The International Journal of Learning: Annual Review

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Section: Discussionmentioning

confidence: 99%

Building Mentoring Capacities in Experienced Teachers

Beutel¹,

Spooner-Lane²

2009

The International Journal of Learning: Annual Review

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“…Por otra parte, el pensamiento del profesor es una cuestión clave en la investigación sobre su identidad profesional (Olsen, 2008, Masuda, 2012, un constructo complejo y dinámico, en el que influyen las creencias, junto con las características personales de los docentes, su historia de aprendizaje, sus experiencias y actitudes previas, sus competencias profesionales específicas, sus conocimientos disciplinares y habilidades pedagógicas, el contexto profesional y los colegas (Pillen, Den Brok & Beijaard, 2013). La identidad del profesor se basa en las creencias básicas que uno tiene acerca de la enseñanza y en las concepciones acerca de lo que significa ser maestro (Walkington, 2005).…”

Section: Introductionunclassified

Medida y evaluación de las creencias sobre la profesión de los maestros en formación

Muñoz

Miguel

2017

reifop

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ResumenLas creencias sobre la función docente deberían ser un tópico importante en los programas de formación inicial del profesorado por su impacto en la práctica profesional. El objetivo de esta investigación es aportar una medida, basada en auto--informe, y una aproximación evaluativa que permita inferir el efecto que la formación inicial tiene sobre ellas, mediante un diseño ex--post facto y trasversal. Con datos procedentes de 543 estudiantes de los Grados de Educación Infantil y Primaria de la UCM, se aportan evidencias de fiabilidad y validez y se jerarquizan con CART las creencias medidas según el cambio observado por cursos. Palabras claveCreencias; Identidad del profesor; Formación de profesores; Profesión docente. Measurement and assessment of beliefs about the profession at initial teachers´ training AbstractBeliefs about teaching should be an important topic in the programs of initial teacher training because of their impact on professional practice. The aim of this paper is to provide a measure based on self--report, and an assessment approach to discover the effect of initial training has on them, by an ex--post facto and cross design. With data from 543 students in Grades Early Childhood Education and Primary at UCM, evidence of reliability and validity are provided and beliefs are ranked with CART according to the change observed by courses.

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“…Development of the person who is the teacher and their consequential professional identity is critical to effective teacher education (Beauchamp & Thomas, 2009;Brandenburg & Gervasoni, 2016;Walkington, 2005). Within the literature there are those who argue that teacher education does not give enough attention to the impact personal biography and images of teaching have on student teachers' developmental journey (Beauchamp & Thomas, 2009;Moore, 2004;Yeung et al, 2014).…”

Section: Introductionmentioning

confidence: 99%