Literaturnachweis - Detailanzeige
| Autor/inn/en | Hamman, Doug; Gosselin, Kevin; Romano, Jacqueline; Bunuan, Rommel |
|---|---|
| Titel | Using Possible-Selves Theory to Understand the Identity Development of New Teachers |
| Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 7, S.1349-1361 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| DOI | 10.1016/j.tate.2010.03.005 |
| Schlagwörter | Classroom Techniques; Self Concept; Beginning Teachers; Goal Orientation; Interpersonal Relationship; Theories; Preservice Teacher Education; Preservice Teachers; Teacher Attitudes; Student Attitudes; Teacher Characteristics |
| Abstract | Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n = 221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the "how" of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development. (Contains 3 figures and 4 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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