Literaturnachweis - Detailanzeige
| Autor/inn/en | Pillen, Marieke; Beijaard, Douwe; den Brok, Perry |
|---|---|
| Titel | Professional Identity Tensions of Beginning Teachers |
| Quelle | In: Teachers and Teaching: Theory and Practice, 19 (2013) 6, S.660-678 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2013.827455 |
| Schlagwörter | Foreign Countries; Professional Identity; Stress Variables; Beginning Teachers; Teacher Attitudes; Teacher Role; Pedagogical Content Knowledge; Teacher Student Relationship; Teaching Styles; Teaching (Occupation); Semi Structured Interviews; Role Conflict; Teacher Responsibility; Netherlands |
| Abstract | This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers' professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers' professional identity. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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