Shifts in Teaching Motivation and Sense of Self-as-Teacher in Initial Teacher Education

Autor/inn/en	Tang, Sylvia Y. F.; Cheng, May M. H.; Cheng, Annie Y. N.
Titel	Shifts in Teaching Motivation and Sense of Self-as-Teacher in Initial Teacher Education
Quelle	In: Educational Review, 66 (2014) 4, S.465-481 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2013.812061
Schlagwörter	Student Teachers; Student Motivation; Career Choice; Teaching (Occupation); Preservice Teacher Education; Self Concept; Qualitative Research; Case Studies; Foreign Countries; Semi Structured Interviews; Longitudinal Studies; Learning Experience; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulische Motivation; Teaching; Lehrberuf; Lehramtsstudiengang; Lehrerausbildung; Selbstkonzept; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernerfahrung; Hongkong
Abstract	This article presents four student teacher cases using an examination of the nature of shifts in student teachers' motivation for choosing teaching as a career in relation to the development of their sense of self-as-teacher. The analysis relates positive and negative shifts in teaching motivation and sense of self-as-teacher to variation in professional learning experiences in initial teacher education (ITE) that constituted the four student teachers' development of classroom competence and wider professional competence. Rich learning experiences in fieldwork, student teachers' active stance in learning-to-teach, productive interactions with various agents in professional learning, co-curricular activities in higher education, as well as modeling by mentors and teacher educators constituted productive learning experiences that might bring positive shifts in teaching motivation and strengthen sense of self-as-teacher. Implications for maximizing student teachers' professional learning in ITE are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10