Beginning student teachers’ teacher identities based on their practical theories

Stenberg, K; Karlsson, Liisa; Pitkäniemi, Harri; Maaranen, Katriina

doi:10.1080/02619768.2014.882309

Cited by 103 publications

(78 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous research found that the moral nature of teaching is already an important part of preservice teachers' identities (Goldstein & Lake, 2000;Sternberg, Karlsson, Pitkaniemi, & Maarenen, 2014) and this study shows that the teachers, who had been practicing on average for over ten years, still considered teaching a moral endeavour. Many teachers in this study had learned through hard classroom experiences that realising their educational aims for children was not always easy.…”

Section: Conclusion and Discussionmentioning

confidence: 89%

Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

Sanderse

Walker

2015

Teaching and Teacher Education

View full text Add to dashboard Cite

Developing the whole child in an age of academic measurement: can this be done according to U.K. teachers? ABSTRACTBased on a qualitative analysis of interviews with 102 teachers in 33 U.K. secondary schools, the paper shows that "developing the whole child" and "preparing children for life" were personally important to teachers. As they worked, however, in institutions centrally focused on raising pupils' academic performance, this created a tension: the majority believed that the assessment system hindered the development of the whole child. Some teachers believed that they could still make a difference in children's lives by investing in their pedagogical relationship with children. The discussion focuses on how raising students' performances and cultivating their characters may be combined.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 89%

Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

Sanderse

Walker

2015

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…Student teachers' experiences at home in childhood and in their school years are very significant in terms of how they consider a variety of areas in the teacher's work. Stenberg, Karlsson, Pitkäniemi and Maaranen (2014) analysed student teachers' identities based on their practical theories at the beginning of their studies. The point of view in their study differs from this study as it concentrates on a variety of the teacher's roles (teacher as educator, orchestrator or supporter).…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Finnish Student Teachers’ Practical Theories, Sources, and Teacher Education

Pitkäniemi

Karlsson²,

Stenberg³

2014

IJHE

Self Cite

View full text Add to dashboard Cite

The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources. The data include an e-form questionnaire with 1052 self-reported practical theories collected from 180 student teachers. The analysis of these theories is based on Levin and He's (2008) model which was modified by adding categories appropriate for the Finnish context of teacher education. The research results were obtained through quantitative analysis with an emphasis on categorical qualitative data. On the basis of the findings it can be concluded that the main contents -and especially the main sources of these theories -differ in the two student teacher groups examined, i.e. the initial-stage and the final-stage groups. The analyses concentrating on the theory-source relationship show that teacher education has the potential to affect the content of practical theories. The so-called 'well-developed practical theories' and the sources of these theories related to teacher education were detected more often in the data from the end of teacher education than in the data from the starting phase.

show abstract

“…Grosso modo, unas han indagado en los perfiles de los maestros que ejercen una mayor y mejor influencia educativa y personal en los alumnos (Cooper y McIntyre, 1996;Opdenakker y Van Damme, 2006;Kukla-Acevedo, 2009;Timmerman, 2009); y otras se han centrado en las razones y motivaciones que mueven a querer formar parte de ese grupo especial de personas del que hablaba Dewey (Richardson, 1996;Abrandt y Hammar, 2009;Trent, 2011;Caires, Almeida y Vieira, 2012;Stenberg, Karlsson, Pitkaniemi y Katriina, 2014). Dichas investigaciones, aunque nos sitúan ante un asunto complejo (Woods y Jeffrey, 1996;Korthagen, 2004), nos permiten construir tres categorías o tipologías que reúnen los rasgos y las características más relevantes del buen maestro, y las razones o motivaciones más destacadas para querer llegar a serlo.…”

Section: Marco Teóricounclassified

¿por Qué Quieres Ser Maestro?, ¿cómo Es Un Buen Maestro? Ideas Para La Formación Universitaria

Bara

Vinagre²

2016

Bordon

View full text Add to dashboard Cite

Beginning student teachers’ teacher identities based on their practical theories

Cited by 103 publications

References 43 publications

Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

The Relationship between Finnish Student Teachers’ Practical Theories, Sources, and Teacher Education

¿por Qué Quieres Ser Maestro?, ¿cómo Es Un Buen Maestro? Ideas Para La Formación Universitaria

Contact Info

Product

Resources

About