From practicum to the second year of teaching: examining novice teacher identity reconstruction

Seyri, Haniye; Nazari, Mostafa

doi:10.1080/0305764x.2022.2069227

Cited by 9 publications

(5 citation statements)

References 37 publications

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“…In accordance with Katz's (1972) description of the survival stage and consistent with previous empirical studies that highlight the challenges faced by beginning teachers (Pillen et al, 2013;Seyri & Nazari, 2022), teachers who serve less than one year recorded the second lowest score. However, after the first year of teaching experience, there is a marked increase, positioning this group as the third highest.…”

Section: Discussionsupporting

confidence: 88%

“…Many studies have explored the development of teachers' professional identities, delving into TPI in relation to coursework participation (Menon, 2020;Tsybulsky & Muchnik-Rozanov, 2023), mentor support (Izadinia, 2016), visiting scholar experience (Bao & Feng, 2022;Yang & Huang, 2022), and the transition from university to the teaching post (Seyri & Nazari, 2022;Stenberg & Maaranen, 2021;Wang, 2021). Additional studies have examined the association between TPI and teacher agency (Chávez et al, 2023;Hiver & Whitehead, 2018;Rosenfeld et al, 2022), as well as teacher emotion (Nichols et al, 2017;Teng, 2017;Wolff & De Costa, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors

Yan

2024

International Journal of Teacher Education and Professional Development

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This study explores how teacher professional identity (TPI) is associated with socio-demographic factors. A quantitative approach was employed using questionnaire as the research instrument. The participants of the main study, 331 EFL teachers working in public and private Higher Education Institutions in Central China, were recruited using snowball sampling. The English Teacher Identity Measure (ETIM) was adopted to measure TPI level. Based on independent samples t-test and one-way ANOVA, the 10 demographic factors, including gender, type of institution, age, educational level, academic title, length of service, EFL course type, leadership position, monthly income, and marital status were investigated. Findings indicate that educational level and leadership position could lead to significantly different TPI levels. The change patterns of TPI based on other factors are also discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors

Yan

2024

International Journal of Teacher Education and Professional Development

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“…Durante la formación inicial docente los futuros maestros adquiere herramientas necesarias para desempeñar su labor y desarrolla habilidades que le permiten ejercer su profesión de manera adecuada (Feo, 2015). En este sentido los espacios prácticos y la relación con sus mentores serían aspectos clave en el desarrollo de la identidad de los futuros docentes (Alsina & Masardo, 2021;Chu, 2020;Jarauta, 2017;Pérez-Gracia et al, 2022;Prabjandee, 2019;Seyri & Nazari, 2022;Skott, 2019). De acuerdo con Pérez-Gracia et al ( 2022) la formación docente debe incluir tanto fundamentos teóricos, como espacios prácticos que incorporen la interacción y socialización de los futuros maestros con otros educadores, lo que permitiría un adecuado desarrollo de la identidad docente.…”

Section: Identidad Docente Durante La Formación Inicial Docenteunclassified

Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial

Valdenegro Fuentes,

González Sanzana

2024

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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La identidad docente ha sido estudiada como un constructo amplio, mutable e influenciado por múltiples factores durante su desarrollo. Pocas investigaciones han abordado los factores que podrían explicar la identidad docente durante la formación del profesorado de Educación Especial. El objetivo es establecer la capacidad explicativa de los factores motivacionales y perceptuales para la elección de la carrera sobre la identidad docente. Se empleó un enfoque cuantitativo con un diseño transversal explicativo. Participaron 180 estudiantes de la carrera de Pedagogía en Educación Especial de 10 universidades chilenas. Se aplicó el Fit-Choice Scale y la Escala de Medida de la Identidad Docente. Los datos fueron analizados con una regresión lineal bayesiana. Los resultados muestran que los factores de percepción por sí solos podrían explicar el comportamiento de la identidad docente, mientras que el modelo conjunto entre los factores de motivación, los factores de percepción para la elección de la carrera y variables sociodemográficas como la edad y tener un familiar docente muestra una mayor capacidad explicativa respecto de la identidad docente. Se espera que los resultados de esta investigación constituyan una aproximación a la explicación de los factores que influyen en el desarrollo de la identidad docente en futuros profesores de Educación Especial.

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“…Studies have also explored language teacher identity as an area of focus for in-service teachers, particularly through professional development experiences (Giles, 2018;Hansen-Thomas et al, 2014;Lew, 2016). In some cases, identity construction has been explored longitudinally from the pre-service stage through the first few years of in-service teaching (Seyri & Nazari, 2022). Identity construction in pre-and in-service teachers has also been discussed in relation to specific theories, such as translanguaging (Tian & Zhang-Wu, 2022).…”

Section: Identity Construction In Pre-and In-service Teachers Of Cult...mentioning

confidence: 99%

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

McConnell,

Tian,

Yazan

2022

TESL Canada

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In this exploratory qualitative study, we applied Clarke’s (2009) framework of ethical self-formation (substance, authority sources, self-practices, telos) to data collected from one pre-service teacher’s completed assignments in an online course at a Hispanic-serving university in the Southwestern U.S. This course was dedicated to helping pre-service secondary content-area teachers develop the knowledge, skills, and experience necessary to provide effective instruction for emergent bilinguals (EBs). Findings revealed examples of how the four axes of the participant’s identity manifested in her coursework and how they dynamically interacted. By engaging in reflective practices, she developed an increased awareness of her own sociocultural-linguistic identity and gained a better understanding of EB education and advocacy. Implications are discussed for how teacher preparation programs can prepare teachers to enter the field with a stronger sense of who they are and who they want to be as future teachers and advocates for more culturally and linguistically responsive educational practices.

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From practicum to the second year of teaching: examining novice teacher identity reconstruction

Cited by 9 publications

References 37 publications

Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors

Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors

Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

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