Constructing a Critical Professional Identity among Teacher Candidates during Service-Learning

Autor/inn/en	Dvir, Nurit; Avissar, Ilana
Titel	Constructing a Critical Professional Identity among Teacher Candidates during Service-Learning
Quelle	In: Professional Development in Education, 40 (2014) 3, S.398-415 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.818573
Schlagwörter	Professional Identity; Preservice Teachers; Service Learning; Case Studies; Critical Theory; Stereotypes; Coping; Social Distance; Preservice Teacher Education; Qualitative Research; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Service-Learning; Case study; Fallstudie; Case Study; Kritische Theorie; Klischee; Bewältigung; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Ausland
Abstract	This article presents a case study of a service-learning programme designed to develop a critical professional identity among teacher candidates. The programme was held in a teacher education college in Israel over a four-year period, 2005-2008. The development of a critical professional identity is examined in relation to the post-structural perspective of service-learning, to the post-modern theories of identity development and to the critical pedagogy approach. The findings indicate three main processes that took place in the development of a critical professional identity, as perceived by the teacher candidates themselves: deconstructing stereotypes through acquaintance with the "other"; coping with difficulties, dilemmas or conflicts that arise from dialogue with the "other"; and making the shift from a professional hegemonic perception to a dialogic one. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10