Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective

Abstract

The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.

Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers

“…Considering ITE as the starting point for professional development and socialization of a teacher (Vidović & Domović, 2019), Bümen (2009) supports the existence of professional development programs promoted by ITE institutions, as they prove to be statistically significant for teachers' confidence and effectiveness, as well as for promoting changes in teaching practices. In her study, class management and PjBL were reported as the aspects that provided the most benefits for teachers' professional development.…”

A Journey to Professional Teachers: Practical Preparation for Pre-service English Language Education Teaching in Thailand Andaman Coastal Schools

“…Likely, a longitudinal study of Vidovic and Domovic (2019) in Croatia revealed that the preparation of student-teacher education throughout the teacher education could not change their beliefs towards learning and teaching. In the study, participating 62 student-teachers were prepared to teach in primary schools.…”

Building professional identity during pre-service teacher education

“…Thus, the construction of the teacher identity becomes an organising principle in teachers' lives, developed from the multiplicity, the lack of continuity, and the social nature of identity (Akkerman & Meijer, 2011). Vidović & Domović (2019) have found that the personal beliefs of primary education teachers-to-be may hinder the development of their professional beliefs. Therefore, they have expressed their need to rely on teacher support during initial training to understand and address the conflict between personal and professional beliefs during the practicum in initial teacher training (Domović et al, 2016).…”