Preservice teachers' understanding of their professional goals: Case studies from three different typologies

Thomson, Margareta Maria; Palermo, Corey

doi:10.1016/j.tate.2014.08.002

Cited by 56 publications

(39 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Rots, Kelchtermans, and Aelterman ( 2012 ), for example, identifi ed different patterns in the development of Flemish (Belgian) student teachers' motivation for the job during their teacher education and demonstrated how they echoed emotional experiences, especially during internship . Thomson and Palermo ( 2014 ) stated that student teachers' psychological attachment to the profession -and as a consequence the likeliness they will actually enter and stay in the job-needs to be understood as partly an, "emotional reaction to [their] learning experiences during student teaching " (Thomson & Palermo, 2014 , p. 59). In particular positive emotions of happiness and fulfi llment expressed by their mentor teacher s was found to have a strong motivating impact.…”

Section: Emotions and Self-understandingmentioning

confidence: 99%

The Emotional Dimension in Becoming a Teacher

Kelchtermans

Deketelaere

2016

International Handbook of Teacher Education

View full text Add to dashboard Cite

Section: Emotions and Self-understandingmentioning

confidence: 99%

The Emotional Dimension in Becoming a Teacher

Kelchtermans

Deketelaere

2016

International Handbook of Teacher Education

View full text Add to dashboard Cite

“…Next, these categories are presented with a brief description and some examples were extracted from the questionnaires completed by the undergraduates. H1: Generic motives -generic reasons related to pre-service teachers' goals of becoming a teacher and to the teaching career choice [9]: "I want to work with children, help them learn, understand the world, to support them in forming character and choosing values, also to prepare them for the future." H2: Interpersonal relationships -interactions with persons or groups found within a school [3]: "I want to have a good communication with students, based on trust and respect."…”

Section: Resultsmentioning

confidence: 99%

“…H2: Interpersonal relationships -interactions with persons or groups found within a school [3]: "I want to have a good communication with students, based on trust and respect." H3: Perception of the teaching profession -how the teaching profession is perceived [9]: "I wish the teaching profession would get more respect in our society." H4: Classroom management -management of the classroom, discipline issues [3]: "I hope I will be able to manage difficult situations and I'll have patience with disruptive students."…”

Section: Resultsmentioning

confidence: 99%

“…H4: Classroom management -management of the classroom, discipline issues [3]: "I hope I will be able to manage difficult situations and I'll have patience with disruptive students." H5: Identity/personal issue -self-perceptions about teaching abilities and identity related motives [9]: "I am an energetic and communicative person and I hope this will help me in my teaching career." H6: Instruction -the use of strategies, the focus on instructional process [3] The results of research demonstrate that teacher candidates have a lot of diverse hopes concerning the teaching profession.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Hopes and fears of teacher candidates concerning the teaching profession

Creţu

2017

MATEC Web Conf.

View full text Add to dashboard Cite

Abstract. Romanian university students have the opportunity to enroll in the education program for the teaching profession starting with their first year at the university. Most undergraduates choose the education program for the teaching profession, although some of them do not see themselves as teachers. The schooling experiences, the motivation for entering the teacher education programs, the initial teacher education experiences and their future plans can be important factors in considering the perspective of becoming a teacher or not. Focused on a future orientation, the goal of this study was to investigate teacher education candidates' hopes and fears concerning a possible career as teacher. Using an open-ended questionnaire as a research tool, a qualitative analysis was made on the hopes and fears expressed by the teacher candidates. Our findings showed different categories of hopes and fears and generated an enriched understanding of teacher candidates' views on this subject. The study can be a valuable support for teacher educators preoccupied to understand teacher candidates' perceptions and to assist them in getting closer to their ideals by improving the education program.

show abstract

“…Friesen and Besley (2013) recommended that the individuals who have a balanced feeling of individual identity will probably be prepared to start the way toward building a professional identity, which is a formative and social mental procedure. As to change of teachers' professional identity, in spite of the fact that teachers as professionals have slowly gotten to be subjected to outer measures and professional codes, their own particular office serves as an intense shield for developing their professional identity and reinforcing their dedication (Thomson & Palermo, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

Ghanizadeh¹,

Ostad²

2016

SUET

View full text Add to dashboard Cite

Recent conceptualizations of professional identity as an ongoing process of interpretation and re-interpretation of experiences demonstrate that it is dynamic and subject to an ongoing learning process. In effect, identity is essentially viewed as fluid, dynamic, recursive, and discursive process in which statements about actions are translated into statements about states, and vice versa. Having these standpoints in mind, the present paper aims at depicting the profile of English as a foreign language (EFL) teachers' professional identity. The second purpose of this study is to examine the relationships among the components of teachers' professional identity as measured by Kao and Lin's (2015) model comprising six latent factors of teachers' professional identity: self-expectation (SE), teachers' duties (TD), external influential factors (EF), pedagogy (PE), instructional skills and knowledge (SK), and teachers' citizenship behavior (CB). This study also sought to scrutinize the dynamics of teachers' identity in accordance with their teaching experience, gender, and educational level. For these purposes, 110 EFL teachers were chosen from different language institutes in Mashhad, a city in northeastern Iran. The results indicated that SE received the highest value and EF obtained the lowest mean score in our sample. The highest correlation was observed between SK and PE, followed by the relationship between TD and PE. The results indicated that there were significant correlations between teachers' teaching experience and all the teachers' identity components. It was also found that there were statistically significant differences between male and females in four components of identity as follows: TD, PE, SK, and CB. The results showed that there were variations in teacher identity with regards to their educational level.

show abstract

Preservice teachers' understanding of their professional goals: Case studies from three different typologies

Cited by 56 publications

References 68 publications

The Emotional Dimension in Becoming a Teacher

The Emotional Dimension in Becoming a Teacher

Hopes and fears of teacher candidates concerning the teaching profession

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

Contact Info

Product

Resources

About