Teacher Identity, Professional Practice, and Inquiry (PPI) in Teacher Education

Autor/inn/en	Chua, Bee Leng; Liu, Woon Chia; Chia, Stephanie Shu Ying
Titel	Teacher Identity, Professional Practice, and Inquiry (PPI) in Teacher Education
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 4, S.550-564 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1536602
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Professional Identity; Educational Practices; Inquiry; Reflective Teaching; Teacher Competencies; Practicums; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Lehrkunst; Practicum; Praktikum; Praktika; Ausland; Singapur
Abstract	The Professional Practice and Inquiry (PPI) course was introduced to equip pre-service teachers with the knowledge, skills, and values required to develop them into reflective practitioners with a strong teacher identity. This study looks into the efficacy of the course in the preparation of thoughtful and reflective teachers. Self-reported questionnaires were administered to the pre-service teachers. Interviews were conducted to complement the quantitative findings. Findings suggested that pre-service teachers (1) were more aware of their teaching identity, (2) perceived themselves as teacher inquirers, (3) were more able to engage in cognitive self-regulation, and (4) were more cognizant of their Graduand Teacher Competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01