Examining Novice Teachers' Professional Identities: A Longitudinal Study

Autor/inn/en	Myers, Joy; Lambert, Claire; Howard, Christy
Titel	Examining Novice Teachers' Professional Identities: A Longitudinal Study
Quelle	In: Teacher Education Quarterly, 49 (2022) 3, S.6-26 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Beginning Teachers; Professional Identity; Longitudinal Studies; Barriers; Teacher Persistence; Teacher Education; Elementary School Teachers; Teacher Attitudes; Professional Autonomy; Self Esteem + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Berufsfreiheit; Self-esteem; Selbstaufmerksamkeit
Abstract	The purpose of this longitudinal study was to follow three teachers from their university teacher preparation programs into their first 3 consecutive years of teaching to better understand their teacher's professional identities. One of the reasons they were invited to this study was because they were strong candidates in their student teaching. The findings reveal that all teachers continued in the profession despite the obstacles they faced during their first 3 years of teaching. While they were all persistent, each persevered in a different way, depending on their beliefs, context, and relationships with their peers and administrators. Understanding their experiences and the ways they found success has implications for teacher education and induction as well as research on teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01