Student Teachers’ Lay Theories and Teaching Identities: their implications for professional development

Investigating the Teaching and Learning Conceptions and Scientific Epistemological Beliefs of Pre-service Teachers’: A Longitudinal Study

“…Araştırmalar, öğretmenlerin verdikleri kararların ve gerçekleştirdikleri etkinliklerin, önemli ölçüde onların inançları çerçevesinde şekillendiğini ortaya koymaktadır (Jones ve Carter, 2007;Wilson, Readence ve Konopak, 2002;Flores, 2001;Fennema ve Franke, 1992;Pajares, 1992;Thompson, 1992). Öğretmen adaylarının öğretmenlik öncesindeki mesleki kimliklerinin inançlar, öğretmenlerle ilgili sahip olunan imajlar ve öğretime ilişkin kişisel kuramlardan oluştuğu da bilinmektedir (Flores ve Day, 2006;Sugrue, 1997). Alanyazında öğretmenlerin inançları ile ilgili pek çok araştırma bulunmasına rağmen, bu inançları tanımlama konusunda belirsizlik ve anlaşmazlıklar bulunmaktadır.…”

Revisiting Teaching Archetypes: Identifying Dominant Shaping Influences on Student Teacher's Identities

“…These insights are critical to the process and substance of initial teacher education and subsequent professional growth. However, because this theoretical framework has been previously developed and published (see Sugrue, 1996Sugrue, , 1997Sugrue, , 1998b, a summary only is provided here, sufficient to give a 'flavour' of the terrain and to 'frame' the subsequent analysis.…”

“…A contextualised analysis of this nature is warranted because 'the traditions through which particular practices are transmitted and reshaped never exist in isolation from larger social traditions' (Goodson, 1992, p. 242). Due to the absence of such inquiry I have turned to Irish literary sources to identify the archetypal contours of the 'Master' and the 'Mistress' (Sugrue, 1996(Sugrue, , 1997(Sugrue, , 1998b: both of whom have assumed the status of 'cultural myths in teaching [in the Irish context] which provide a set of "ideal" images, definitions, justifications and measures for thought and activity in schools' (Day, 1993, p. 12). My analysis assumes that these archetypes have significance for popular perceptions of primary school teachers, an assumption that is supported by Wertsch's assertion that collective memory simplifies; sees events from a single, committed perspective; is impatient with ambiguities of any kind; reduces events to mythic archetypes (Halbwachs, 1992, pp.…”

The Initial Education of High School Teachers: A critical review of major issues and trends

“…Prior beliefs act as filters to screen out programme experiences that are cognitively incompatible (Holt-Reynolds, 1992). The general belief and attitudes brought to an ITE course by the typical student teacher is that there is little to learn about teaching, that what there is to learn is best learnt through experience, that one either is a good teacher or one is not (and that therefore innate skills and instinct rather than training will make the difference), and that "teaching personality" rather than cognitive skills or pedagogical or subject-matter knowledge is what matters most of all (Sugrue, 1996). They tend to leave the ITE course thinking that the ideas and methods emphasized do not accord well with the challenges subsequently met in the classroom.…”