Beginning Student Teachers' Professional Identity

Autor/in	Steinbeiss, Gregor
Titel	Beginning Student Teachers' Professional Identity
Quelle	In: Acta Didactica Napocensia, 14 (2021) 1, S.151-164 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Student Teachers; Professional Identity; College Freshmen; Foreign Countries; Student Attitudes; Teacher Education; Secondary School Teachers; Teacher Characteristics; Teacher Student Relationship; Teacher Effectiveness; Teaching Conditions; Austria + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Studienanfänger; Ausland; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Österreich
Abstract	This article investigates teachers' professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students' (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers' professional identity was formed. Three main categories were found: the "ideal" teacher, "good" teaching, and the "optimal" working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers' professional knowledge. Based on the results, the role of professional identity in Austrian's teacher education is discussed, and further implementations in research are recommended. [This paper was presented at the TDID Doctoral Students' Conference, 14-16 May 2020.] (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01