Authoring Professional Identity: Pre-Service Teachers and Ways of Knowing

Autor/in	Hill, S. Laurie
Titel	Authoring Professional Identity: Pre-Service Teachers and Ways of Knowing
Quelle	In: McGill Journal of Education, 57 (2022) 2, S.160-179 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Teacher Education Programs; Professional Identity; Knowledge Base for Teaching; Beliefs; Values; Educational Experience; Student Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Belief; Glaube; Wertbegriff; Bildungserfahrung; Schülerverhalten
Abstract	Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This article details research undertaken to investigate pre-service teachers' ways of knowing as they progress through a Bachelor of Education program. Findings from semi-structured interviews are discussed in terms of supporting pre-service teacher intellectual development in teacher education programs so that a professional teacher identity is encouraged. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01