Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies

Pillen, MT Marieke; Beijaard, Douwe; Brok, PJ Perry den

doi:10.1080/02619768.2012.696192

Cited by 250 publications

(238 citation statements)

References 44 publications

Supporting

Mentioning

216

Contrasting

Unclassified

Order By: Relevance

“…Overall, the findings also support notions of the importance of emotions for teacher identity negotiation (Pillen, Beijaard & den Brok, 2013;Zembylas, 2003) and involvement with the reform (Schmidt & Datnow, 2005;März & Kelchtermans, 2013).…”

Section: Individual and Social Resources For Professional Agencysupporting

confidence: 61%

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Vähäsantanen

2015

Teaching and Teacher Education

292

213

View full text Add to dashboard Cite

Section: Individual and Social Resources For Professional Agencysupporting

confidence: 61%

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Vähäsantanen

2015

Teaching and Teacher Education

292

213

View full text Add to dashboard Cite

“…Professional development could include making teachers understand their emotional life lessons and, in this way, they will be prepared and able to overcome the common obstacles of teaching. Teacher education is designed from a vision of the interconnections between teachers' identity, emotions, values, beliefs, social expectations and responsibility for social justice (Pillen et al 2013;Karlsson, 2013;Van Uden et al 2013). …”

Section: Teacher Emotionsmentioning

confidence: 99%

Learning leadership from teaching: emotional competences

Labio-Bernal

Ibarrola-García

2014

Mult.J.Edu.Soc.Tec.Sci.

View full text Add to dashboard Cite

During the last two decades, in our societies we have sought quality education. One way to achieve this goal is to promote educational leadership. The field of educational leadership is complex: administrative, instructional, school supervision, teacher supervision. Our focus is on instructional leadership and teacher leadership. There's an extensive literature on this topic and we have selected recent publications that present a discussion of theoretical and practical implications. Our theoretical study is from an educative perspective. We highlight a theme: the emotional competences of academic leaders and teachers and their influence on effective teaching. Researchers insist that teachers' emotions cannot be regarded only in their psychological aspects. They show the interconnections between teacher's beliefs, identity, goals and emotions and teaching. The relevance of this topic drives our research on how it's introduced in programmes of teacher education. Teacher education should incorporate this vision. In particular, we analyse the most representative and current programmes in Spain. We compare these programmes with the current tendency of teacher education in an international context.

show abstract

“…Esta aprendizagem decorre da imersão na CoP e contribui, simultaneamente, para a construção de uma Identidade Profissional (IP). A IP pode ser entendida como o tipo de pessoa que se é em determinado contexto (Gee, 2000), sendo este um processo que decorre ao longo de toda a vida, que é instável, dinâmico, permeável e é fortemente influenciado pelas experiências passadas, crenças e valores (Beltman, Glass, Dinham, Chalk, & Nguyen, 2015;Moss & Pittaway, 2013;Pillen, Beijaard, & den Brok, 2013;Trent & Shroff, 2013). Assim sendo, pode assumir-se a IP como um conceito simultaneamente biográfico e relacional, em que os aspetos pessoais e contextuais interagem de forma recíproca no sentido de a moldar (Beltman et al, 2015;Ruohotie-Lyhty & Moate, 2016).…”

unclassified

O valor formativo das comunidades de prática na construção da identidade profissional

Alves

Queirós

Batista

2017

RPE

View full text Add to dashboard Cite

ResumoA formação de professores tem experienciado alterações substantivas no que diz respeito à sua concetualização e organização. Atendendo ao facto de a aprendizagem ser situada social e culturalmente, este texto de reflexão concetual procurou reequacionar o valor formativo das Comunidades de Prática para a construção da identidade profissional de futuros professores em contexto de estágio, bem como identificar os constrangimentos que pode encerrar. Da reflexão sobreveio o potencial das Comunidades de Prática no processo de construção da identidade profissional dos estagiários, que aqui encontram um espaço de partilha e de reflexão que lhes permite construir e reconstruir conceções, pelo assumir gradual de papéis potencialmente emancipatórios. Já as limitações incorrem das relações estabelecidas no seio das Comunidades de Prática quando estas se estruturam com base numa hierarquia excessiva e unidirecional.Palavras-chave Comunidade de Prática; Identidade profissional; Estágio; Estudantes estagiários IntroduçãoNos anos 90 do século XX, as alterações concetuais e estruturais na formação de professores resultaram no estabelecimento de parcerias entre as

show abstract

Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies

Cited by 250 publications

References 44 publications

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Learning leadership from teaching: emotional competences

O valor formativo das comunidades de prática na construção da identidade profissional

Contact Info

Product

Resources

About