From Practicum to the Second Year of Teaching: Examining Novice Teacher Identity Reconstruction

Autor/inn/en	Seyri, Haniye; Nazari, Mostafa
Titel	From Practicum to the Second Year of Teaching: Examining Novice Teacher Identity Reconstruction
Quelle	In: Cambridge Journal of Education, 53 (2023) 1, S.43-62 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seyri, Haniye) ORCID (Nazari, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2069227
Schlagwörter	Beginning Teachers; Practicums; Professional Identity; Adjustment (to Environment); Language Teachers; Work Attitudes; Experience; Self Concept; Time Perspective; Psychological Patterns; Faculty Mobility; Intention; Theory Practice Relationship; Foreign Countries; Prior Learning; Iran + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Practicum; Praktikum; Praktika; Language teacher; Sprachunterricht; Work attitude; Arbeitshaltung; Erfahrung; Selbstkonzept; Zeitbezug; Theorie-Praxis-Beziehung; Ausland; Vorkenntnisse
Abstract	This study explored the co-constitutive influence of past experiences, present engagement in practice, and future self-images on the identity reconstruction of three novice language teachers. Drawing on practicum journals and narratives over a three-year period, the study explores the process of teacher identity reconstruction from the teacher education programme to the second year of teaching. The findings show how critical studentship experiences guided the teachers' career identity as prospective teachers and how this identity turned into a site of dissonance between practicum experiences and the identity constructed in practice. In particular, context functioned as a main source of teachers' resisted identities, emotional conflicts and turnover intentions. Moreover, the findings highlight the significance of creating a nexus between teacher education programmes and actual teaching practices. We provide implications and pedagogical alternatives for establishing such a nexus to facilitate student teachers' transition to the teaching practice and reduce the associated tensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01