A Review of Research on Student Teachers' Professional Identity

Autor/in	Izadinia, Mahsa
Titel	A Review of Research on Student Teachers' Professional Identity
Quelle	In: British Educational Research Journal, 39 (2013) 4, S.694-713 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2012.679614
Schlagwörter	Student Teachers; Teacher Education; Professional Identity; Educational Research; Reflection; Context Effect; Interviews; Questionnaires; Prior Learning; Literature Reviews; Communities of Practice + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Fragebogen; Vorkenntnisse; Community
Abstract	This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10