Classroom-Ready Teachers: Who Is Responsible? Exploring Supervising Teacher Identity and Practice

Isaac, Amanda; Hudson, Suzanne

doi:10.1007/978-981-10-8648-9_4

Cited by 1 publication

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References 37 publications

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“…Poor mentoring from the cooperating teacher, therefore, leads to feared identities of STs (Yuan, 2016). Since school‐based cooperating teachers profoundly influence the identity development of STs by creating a supportive or otherwise environment, the professionalism of these teachers has been highly emphasized (Isaac and Hudson, 2018; Yuan, 2016). When the mentors provide a conducive environment to the STs, it will have a long‐term impact on their identity.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

Nawab

2023

Int Social Sci J

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Teaching practicum carries high significance in the initial teacher education because of its enhanced potential to provide the Student Teachers (STs) with the opportunities to put theories into practice and thus to learn the art of teaching under supervision. As revealed in educational literature, STs face a variety of dilemmas during their teaching practicum that influence their professional identity in either positive or negative ways. However, what dilemmas STs face during their teaching practicum and how those dilemmas influence their professional identity has received little attention from academics so far. This research aimed to address the said gap. Two groups of STs enrolled for Bachelor of Education (B.Ed) in a higher education institute in Pakistan and currently doing their teaching practicum were taken as research participants. Data were generated through focused group discussions. The emerging data were analysed thematically. Results showed that, during their practicum, STs undergo a variety of dilemmas created by the learners’ characteristics, limited interaction with students and reduced support mechanism. Most of the dilemmas emerge mainly because the STs have not been properly prepared considering the dilemmas they face at the classroom level. The emerging dilemmas predominantly and adversely affect the professional identity of the STs making them question their decision of opting for the profession of teaching. The implications of the insights emerging from this research are highlighted for initial teacher education institutes, teacher educators and cooperating schools.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

Nawab

2023

Int Social Sci J

View full text Add to dashboard Cite

show abstract

Classroom-Ready Teachers: Who Is Responsible? Exploring Supervising Teacher Identity and Practice

Cited by 1 publication

References 37 publications

Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

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