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Student teachers’ professional identity
ARTICLE

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TATE Volume 26, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper presents the findings of a qualitative interview study of the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject and the positive and negative emotions that were evoked. Students emphasized failure or success but not what they had or had not learned. Broader social contexts and professional relationships within the teaching community were marginalized.The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training. Stronger links between teacher education and society might better prepare students for their future work.

Citation

Timoštšuk, I. & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education: An International Journal of Research and Studies, 26(8), 1563-1570. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.06.008

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