Building professional identity during pre-service teacher education.

Autor/inn/en	Torres-Cladera, Gemma; Simó-Gil, Núria; Domingo-Peñafiel, Laura; Amat-Castells, Vanessa
Titel	Building professional identity during pre-service teacher education. Paralleltitel: Oblikovanje poklicnih identitet v okviru izobrazevanja uciteljev.
Quelle	In: CEPS journal, 11 (2021) 3, S. 35-54Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:23349 10.26529/cepsj.1070
URN	urn:nbn:de:0111-pedocs-233497
Schlagwörter	Pädagogisches Handeln; Gruppendiskussion; Interview; Schule; Lehramtsstudent; Lehrerausbildung; Schulpraktikum; Berufliche Identität; Universität; Hochschullehre; Kooperation; Mentor; Tutor; Spanien
Abstract	This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher's professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1