Literaturnachweis - Detailanzeige
| Autor/in | MacGregor, Denise |
|---|---|
| Institution | Australian Teacher Education Association (ATEA) |
| Titel | Identity Formation--Influences that Shape Beginning Teachers' Professional Identity--Crossing the Border from Pre-Service to In-Service Teacher |
| Quelle | (2009), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Preservice Teacher Education; Inservice Teacher Education; Student Attitudes; Beginning Teachers; Teacher Education Programs; Focus Groups; Instructional Leadership; Technology Education; Self Concept; Doctoral Programs; Teacher Role; Design; Prediction; Foreign Countries; Australia |
| Abstract | The influences that shape beginning teachers' professional identity have been described as part of a changing landscape (Connelly and Clandinin, 1999). When pre-service teachers transition into the role of beginning in-service teachers the landscape changes dramatically. Aspects or features of the landscape that were once familiar may be confirmed or challenged. As beginning teachers navigate the changing landscape, "they cross spatial (physical experiences) and temporal (of the mind/conceptual) borders" (Connelly and Clandinin, 1999: 112) and in doing so shape their professional identity. This paper reports on the findings of the initial stage of a doctoral study that examined the influences that final year pre-service teachers believed would shape their professional identity once they crossed the border and commenced their role as in-service teachers. The first stage of the study involved twenty final year Design and Technology pre-service teachers in focus group discussions to investigate personal perceptions of professional identity; to identify factors that had shaped this perception to date; and to predict future influences. The findings demonstrated that while final year pre-service teachers were prepared to approach their in-service role with a high level of enthusiasm and confidence in their subject knowledge, they feared perceived challenges such as a lack of mentoring support from teaching colleagues, the perceptions of students, and under valuing the place of Design and Technology Education in the curriculum (including food and textile technology) by school leadership could have a negative impact on shaping their professional identity. These challenges became the spatial and temporal borders that pre-service teachers believed they would need to navigate. Such findings suggest that pre-service teachers are well aware that aspects of the professional landscape will be challenging. The implication for teacher education programs is to provide pre-service teachers with strategies to cross the borders successfully. (As Provided). |
| Anmerkungen | Australian Teacher Education Association. e-mail: secretary@atea.edu.au; Web site: http://atea.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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