Identity Development: What I Notice about Myself as a Teacher

Autor/inn/en	Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel
Titel	Identity Development: What I Notice about Myself as a Teacher
Quelle	In: European Journal of Teacher Education, 41 (2018) 2, S.138-156 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ó Gallchóir, Ciarán) ORCID (O'Flaherty, Joanne) ORCID (Hinchion, Carmel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1416087
Schlagwörter	Professional Identity; Teaching Experience; Preservice Teachers; Preservice Teacher Education; Autobiographies; Personal Narratives; Figurative Language; Protocol Materials; Protocol Analysis; Video Technology; Classroom Observation Techniques; Transformative Learning; Student Teaching; Professional Development; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Unterrichtsprotokoll; Pädagogische Transformation; Teaching practice; Unterrichtspraxis; Ausland; Irland
Abstract	Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of becoming a teacher. Reflections gathered using autobiographical narratives and teaching metaphors, were prompted by video clips of practice during School Placement. Results suggest that pre-service teachers' were initially drawn to the physical depiction of what a teacher looks like. Their meaning making then turned towards instances of dissonance between their prior meanings of what it is to be a teacher and their lived experiences of School Placement. These sources of dissonance challenged the pre-service teachers' ongoing construction of their teacher identity. The findings of this paper are discussed in terms of relevant literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01