Centrality of enactive experiences, framing, and motivation to student teachers’ emerging professional identity

Abstract

Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of "negotiating who I am as a teacher," which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education.

Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

“…That both possible selves and professional identities of pre-service teachers depend on contextual factors makes the relationship between the two concepts more significant. Particularly the teaching practice course, offered to pre-service teachers in the last year of their education at education departments in Turkey, plays a key role in pre-service teachers' formation of professional identity, as it represents a realignment of identity due to differences in university setting and practice schools (Coward et al, 2015;Hamman et al, 2010;Smagorinsky et al, 2004). Possible selves theory provides a good framework to examine preservice teachers' developing teacher identities (Hamman et al, 2010).…”

A Multinational Study of Teachers’ Codes of Ethics: Attitudes of Educational Leaders

“…First, each reader perused the documents to obtain a general idea as to whether the concept “ethical practice in school” could be extracted from the codes. Second, we analyzed the codes of ethics by means of a three-step process (Coward et al, 2015; Lomas, 2016; Ruppel & Mey, 2015) as outlined below and illustrated in Figure 1.…”

Sentrale områder i praksisopplæringen for lærerstudenters profesjonelle utvikling – en systematisk forskningsgjennomgang (2005–2020)

“…Det kan virke som om praksiserfaringer styrker laererstudentenes evne til å handle og endre undervisningsmønster (Donche et al, 2015;Kvaernes, 2013). Det kan gradvis endre studentenes oppmerksomhet fra seg selv til undervisningsmetodene og elevenes laering (Anspal et al, 2011) og gi studentene mulighet til å reflektere over sin egen laereridentitet (Coward et al, 2015). Praksiserfaringer kan i tillegg bidra til stressreduksjon (Kokkinos et al, 2016), et mer realistisk bilde av hvordan det er å vaere laerer, økt selvsikkerhet (Blackmore et al, 2018), trygghet og bevissthet om egen profesjonell utvikling (Poulou, 2007).…”