Characteristics of Place Identity as Part of Professional Identity Development among Pre-Service Teachers

Autor/inn/en	Gross, Michal; Hochberg, Nurit
Titel	Characteristics of Place Identity as Part of Professional Identity Development among Pre-Service Teachers
Quelle	In: Cultural Studies of Science Education, 11 (2016) 4, S.1243-1268 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-014-9646-4
Schlagwörter	Preservice Teachers; Professional Identity; Identification (Psychology); Preschool Education; Student Attitudes; Mixed Methods Research; Familiarity; Participation; Student School Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Schülerverhalten; Teilnahme; Schüler-Lehrer-Beziehung
Abstract	How do pre-service teachers perceive place identity, and is there a connection between their formative place identity and the development of their professional teaching identity? These questions are probed among pre-service teachers who participated in a course titled "Integrating Nature into Preschool." The design of the course was based on a multidimensional teaching model that yields a matrix of students' perceptions and the practical aspects derived from them as the students undergo a range of experiences in the course of an academic year. The profile of perceptions uses a mixed-methods analysis that presents statements attesting to four indicators of place identity: familiarity, belonging, involvement, and meaningfulness. These indicators point to a broad spectrum of perceptions arrayed on a continual time axes as well as differences in perception and its complexity. A connection between the development of place identity and that of professional teaching identity is found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01