Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments

Arslan, Okan

doi:10.1080/14623943.2023.2285841

Cited by 2 publications

(3 citation statements)

References 29 publications

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“…Moreover, the study revealed that participating teachers exhibited increased self-assurance in their teaching competencies and greater motivation to engage in teaching activities. These findings may be construed as indicative of the multifaceted cognitive, emotional, and motivational contributions of informal experiences to the evolution of teachers' PI [12].…”

Section: Teachers' Professional Identitymentioning

confidence: 92%

“…A study conducted by Arslan (2023) to investigate the impact of informal learning environment experiences on the formation of teachers' PI yielded significant outcomes. Specifically, the research revealed that such experiences facilitated a heightened comprehension of the student-centered teaching approach among educators.…”

Section: Teachers' Professional Identitymentioning

confidence: 99%

“…Arslan (2023) also highlighted the relevance of earlier studies, wherein informal learning community experiences were found to be instrumental in supporting both novice and practicing teachers in their pursuit of professional development and the acquisition of indepth knowledge. These factors constitute pivotal components in the ongoing development of prospective teachers' professional identities [12].…”

Section: Teachers' Professional Identitymentioning

confidence: 99%

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Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Simon

2024

Education Sciences

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This article endeavors to investigate the impact of three years of teaching experience acquired during student teaching training on the professional identity of aspiring educators. The ensuing literature review expounds upon the concepts of identity and professional identity. To scrutinize this subject comprehensively, a quantitative study was conducted, the details of which are elucidated in the subsequent section devoted to research methodology. The findings of this study underscore the paramount significance of fostering a sense of belonging and mission as integral components that underpin the means of support, adaptability, and PI development, particularly pertinent to student teachers and, especially, those immersed in the practical experience phase, as discerned through their self-perceptions. The principal conclusions and insights drawn from the cumulative body of research evidence underscore that, despite the recent recognition accorded the pedagogical training processes and their multifaceted impact on various aspects of a student’s life as a future educator, the teaching profession still remains underappreciated. Remarkably, the unanticipated discovery that surfaced during this research underscores the heightened importance of active engagement in teaching experience as an indispensable element in the formulation and refinement of a future graduate poised to spearhead trajectory of education in the forthcoming generations. The investigation surveyed 216 students pursuing teaching degrees, analyzing their professional identity development throughout their academic journey. Results revealed a positive association between the students’ advancement in their training curriculum and the enhancement of their professional identity. Specifically, as students progressed further in their studies, there was a discernible growth in their identification with the teaching profession.

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Section: Teachers' Professional Identitymentioning

confidence: 92%

Section: Teachers' Professional Identitymentioning

confidence: 99%

Section: Teachers' Professional Identitymentioning

confidence: 99%

See 1 more Smart Citation

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Simon

2024

Education Sciences

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Middle-Level Teacher Development and Identity: A Review of the Literature

Andrews,

Wright

2024

Education Sciences

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Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher professional identity has garnered considerable attention in the research literature as a potential source of leverage in multiple dimensions of schooling, preservice teacher education and in-service teachers’ professional learning, and teachers’ professional lives. Teacher identity at the middle level is ideally grounded in a deep commitment to helping young adolescents realize their power and possibilities. While the literature on teacher identity development is well-established in some educational contexts, studies specifically examining the potentially unique developmental trajectory of teacher identity among middle-level educators remain limited. To address this gap, we conducted a review of the literature to address the question: what does the research say about middle-level teacher development and identity? Our review identified 26 relevant sources on middle-level teacher development and identity, published from 2015 through the first half of 2024, and yielded key ideas within three themes: (a) the development of teacher identity, (b) the intersectionality of teacher identity, and (c) critical consciousness, agency, and teacher identity. This review identifies both progress and gaps in the current literature, recognizes potential future directions for research on middle-level teacher identity, and offers possible implications for preservice and in-service middle-level teacher education.

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Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments

Cited by 2 publications

References 29 publications

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators

Middle-Level Teacher Development and Identity: A Review of the Literature

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