Analysing the Socio-Psychological Construction of Identity among Pre-Service Teachers

Autor/in	Sanya Pelini, Eunice
Titel	Analysing the Socio-Psychological Construction of Identity among Pre-Service Teachers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 1, S.61-70 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1251095
Schlagwörter	Professional Identity; Preservice Teachers; Foreign Countries; Self Concept; Student Attitudes; Semi Structured Interviews; Teaching (Occupation); Negative Attitudes; Secondary School Teachers; Social Status; Kenya + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Schülerverhalten; Teaching; Lehrberuf; Negative Fixierung; Sozialer Status; Kenia
Abstract	A teacher's representation of self is crucial in how they construct their identity. In this article, it is argued that pre-service teachers' identities are intricately linked to their perceptions of the teaching profession. This paper explores the social construction of identity among pre-service teachers and the implications for professional identity. It focuses on pre-service teachers in Kenya. The findings presented here are primarily based on semi-structured interviews distributed among students enrolled in a Kenyan university. They highlight pre-service teachers' difficulty in overcoming the negative perceptions of the profession and building positive identities of self as teacher. They also underscore the need for training programmes that take perceptions and representations of the teaching profession into account when formulating training curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01