Constructing a New Professional Identity: Career Change into Teaching

Autor/in	Williams, Judy
Titel	Constructing a New Professional Identity: Career Change into Teaching
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 3, S.639-647 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.09.016
Schlagwörter	Preservice Teacher Education; Student Teachers; Teacher Education Programs; Career Change; Professional Development; Teacher Characteristics; Communities of Practice; Teaching Experience; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Career changes; Berufswechsel; Community; Teaching; Lehrberuf
Abstract	The presence of career change students in teacher education programs is neither new nor unusual. Despite this, there is a lack of research into the experiences of such people as student teachers. In this paper, the experiences of one career change student teacher, Michelle, and the ways in which she constructed her new professional identity as a student teacher, are examined. Using the theoretical framework of learning and identity within "communities of practice" developed by Lave and Wenger (1991) and the notion of career change student teachers as "expert novices," Michelle's experiences are examined in detail to gain a greater understanding of how, as a career changer, she "became" a student teacher. The research on which this paper is based found that as a career change student, Michelle needed to reconcile her various identities in order to construct her new professional identity in the context of teacher education. Findings were analysed and discussed with reference to Lave and Wenger's (1991) framework of legitimate peripheral participation and Wenger's (1998) communities of practice, and with recourse to the relevant literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10