The Development of Student Teachers' Professional Identity

Autor/inn/en	Lamote, Carl; Engels, Nadine
Titel	The Development of Student Teachers' Professional Identity
Quelle	In: European Journal of Teacher Education, 33 (2010) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Student Teachers; Student Attitudes; Self Efficacy; Teacher Evaluation; Self Concept; Secondary Education; Questionnaires; Higher Education; Colleges; Beliefs; Teacher Education; Career Development; Teaching (Occupation); Teacher Educators; Educational Objectives; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Teacher appraisal; Lehrerbeurteilung; Selbstkonzept; Sekundarbereich; Fragebogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Belief; Glaube; Lehrerausbildung; Lehrerbildung; Berufsentwicklung; Teaching; Lehrberuf; Teacher education; Education; Educational objective; Bildungsziel; Erziehungsziel; Lehrerfortbildung
Abstract	This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students' task orientation was observed: students developed a more pupil-centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long-term educational qualification targets and self-efficacy decreased. Students with work placement experience developed a more "realistic" view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students' gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10