Professional Identity Assignments to Support Beginning Teachers' Growth into the Profession

Autor/inn/en	Mommers, Janine; Schellings, Gonny; Beijaard, Douwe
Titel	Professional Identity Assignments to Support Beginning Teachers' Growth into the Profession
Quelle	In: Journal of Teacher Education and Educators, 10 (2021) 2, S.157-178 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mommers, Janine) ORCID (Schellings, Gonny) ORCID (Beijaard, Douwe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Professional Identity; Professional Development; Beginning Teachers; Beginning Teacher Induction; Secondary School Teachers; Interpersonal Relationship; Story Telling; Writing Assignments; Reflection; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Niederlande
Abstract	Developing a professional identity is a key element of the transition into the teaching profession. Limited research exists on professional development activities and ideas that support beginning teachers' development of their professional identity in practice. For this study teachers participated in an induction programme that focused on beginning teachers' professional identity. This study reports on the development and testing of three online professional identity assignments with 46 beginning teachers from 11 secondary schools. These assignments were based on research findings regarding the influence of 'significant others' and 'stories to live by' on teachers' professional identity development. Analysis of the results reveals that the assignments each provide valuable input for doing identity work with beginning teachers in view of their further professional development. It can be concluded that the assignments we developed are useful for beginning teachers to reflect on and make sense of who they are and want to become. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01