The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities

Autor/in	Furlong, Catherine
Titel	The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities
Quelle	In: European Journal of Teacher Education, 36 (2013) 1, S.68-83 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2012.678486
Schlagwörter	Foreign Countries; Preservice Teacher Education; Student Teachers; Teacher Role; Elementary Education; Identification (Psychology); Professional Identity; Self Concept; Theory Practice Relationship; Prior Learning; Experience; Educational Policy; Classroom Techniques; Teaching Conditions; Ireland + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerrolle; Elementarunterricht; Selbstkonzept; Theorie-Praxis-Beziehung; Vorkenntnisse; Erfahrung; Politics of education; Bildungspolitik; Klassenführung; Lehrbedingungen; Unterrichtsbedingungen; Irland
Abstract	This paper examines the influence of life histories and apprenticeship of observation on the formation of student teachers' idealised identities. The life histories of 15 student teachers are decoded. Through eliciting from the student teachers the teacher they wish to be, the paper focuses on the interplay between the personal histories and ideal teacher identities for the future. The implications of the findings for initial teacher education are considered. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10