A Case Study of Teacher Identity Development in Middle Level Student Teachers

Autor/inn/en	Coward, Fanni L.; Matteson, Shirley M.; Hamman, Doug
Titel	A Case Study of Teacher Identity Development in Middle Level Student Teachers
Quelle	In: Middle Grades Research Journal, 7 (2012) 4, S.31-42 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Student Teachers; Middle Schools; Professional Identity; Self Concept; Teacher Role; Teacher Characteristics; Advocacy; Development; Case Studies + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Middle school; Mittelschule; Mittelstufenschule; Selbstkonzept; Lehrerrolle; Sozialanwaltschaft; Entwicklung; Case study; Fallstudie; Case Study
Abstract	This case study considers the centrality of the Association for Middle Level Education (AMLE), formerly National Middle School Association teacher preparation standards (NMSA, 2006) to the development of teacher identity in middle level student teachers. Initial survey and transcriptions of 4 audio-taped interviews were analyzed. Standards were used to examine whether the values of AMLE manifest themselves in the developing professional identity of middle level student teachers. "Courageous, collaborative leadership" and "School-initiated family and community partnerships" were found to be difficult characteristics for the participants to develop at the early stage of becoming a teacher. Discussion includes suggestions to teacher preparation programs for fostering these characteristics within the identity of new middle level teachers. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10