Identity Development & Belief Change: Experiences of Beginning Urban Teachers

Autor/in	French, Kate Rollert
Titel	Identity Development & Belief Change: Experiences of Beginning Urban Teachers
Quelle	In: Current Issues in Education, 21 (2020) 3, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Concept; Attitude Change; Teacher Attitudes; Beginning Teachers; Teaching Experience; Urban Schools; Professional Identity + Suchen Sie Ihr Suchwort? Selbstkonzept; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Drawing on literature around the first-year experiences of new teachers working in urban schools, this article examines the changing beliefs of brand-new urban educators as they progress throughout their first year as teacher of record. Using the Moje and Luke (2009) theoretical framework for identity formation and development, this study examines how teachers' beliefs and dispositions develop in tandem with teacher identity through various social interactions. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict and will turn to more experienced colleagues at their new school for advice and insight. This can contribute to belief change and affect classroom practice. Teachers were more likely to change their beliefs during the middle of the school year. Implications for teacher induction and development are discussed. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01