Literaturnachweis - Detailanzeige
Autor/inn/en | Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel |
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Titel | Identity Development: What I Notice about Myself as a Teacher |
Quelle | In: European Journal of Teacher Education, 41 (2018) 2, S.138-156 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ó Gallchóir, Ciarán) ORCID (O'Flaherty, Joanne) ORCID (Hinchion, Carmel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2017.1416087 |
Schlagwörter | Professional Identity; Teaching Experience; Preservice Teachers; Preservice Teacher Education; Autobiographies; Personal Narratives; Figurative Language; Protocol Materials; Protocol Analysis; Video Technology; Classroom Observation Techniques; Transformative Learning; Student Teaching; Professional Development; Foreign Countries; Ireland |
Abstract | Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of becoming a teacher. Reflections gathered using autobiographical narratives and teaching metaphors, were prompted by video clips of practice during School Placement. Results suggest that pre-service teachers' were initially drawn to the physical depiction of what a teacher looks like. Their meaning making then turned towards instances of dissonance between their prior meanings of what it is to be a teacher and their lived experiences of School Placement. These sources of dissonance challenged the pre-service teachers' ongoing construction of their teacher identity. The findings of this paper are discussed in terms of relevant literature. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |