Literaturnachweis - Detailanzeige
Autor/inn/en | Tran, Yune; Dee, Amy |
---|---|
Titel | The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers |
Quelle | In: Journal of Education and Learning, 12 (2023) 3, S.40-53 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1927-5250 |
Schlagwörter | Professional Identity; Preservice Teachers; Student Attitudes; Foreign Countries; Religious Colleges; Christianity; Race; Religion; Professionalism; Canada; United States |
Abstract | Teacher identity is complex, dynamic, ongoing, and worthy of examination. This study examined the perceptions of preservice teachers' personal identity (e.g., gender, race, religious background, etc.) and how they influence preservice teachers' professional identity as a subject, pedagogical, and professional expert. Participants (N = 81) were preservice teachers from two different Christian-based institutions, one in Canada and one in the United States, who were completing the requirements for initial licensure. Findings from a survey measured the preservice teachers' perceptions based on two scales examining personal and professional identity. Results suggested that preservice teachers did not perceive race as impacting their personal identity as a teacher, nor did they perceive religion as an influence on their professional identity, even though they had chosen Christian institutions. However, preservice teachers did perceive teacher preparation as impacting their understanding of professionalism as they transitioned from learner to teacher in the field. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |