Overarching Professional Identity Themes in Student Teacher Workplace Learning

Autor/inn/en	Leeferink, Han; Koopman, Maaike; Beijaard, Douwe; Schellings, Gonny, L. M.
Titel	Overarching Professional Identity Themes in Student Teacher Workplace Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 1, S.69-89 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1527762
Schlagwörter	Professional Education; Student Teachers; Workplace Learning; Learning Processes; Student Centered Learning; Professional Development; Undergraduate Students; Foreign Countries; Student Experience; Netherlands + Suchen Sie Ihr Suchwort? Berufsausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Studienerfahrung; Niederlande
Abstract	This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers' professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01