Literaturnachweis - Detailanzeige
Autor/inn/en | Sanders-Smith, Stephanie C.; Olguín, Ana Aracelly; Bryan-Silva, Kutasha |
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Titel | Pushing Through: Developing Teacher Identity under Times of Crisis |
Quelle | In: Journal of Teacher Education, 74 (2023) 4, S.359-370 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sanders-Smith, Stephanie C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
DOI | 10.1177/00224871221121285 |
Schlagwörter | Crisis Management; Preservice Teachers; Teacher Education Programs; Student Teaching; College Faculty; Professional Identity; Teaching Experience; COVID-19; Pandemics; School Closing; Early Childhood Education; Preschool Teachers; Student Attitudes; Educational Change; Distance Education; Stress Variables; Daily Living Skills; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods Krisenmanagement; Teaching practice; Unterrichtspraxis; Fakultät; School closings; Schule; Schließung; Schließung (von Schulen); Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Bildungsreform; Distance study; Distance learning; Fernunterricht; Alltagsfertigkeit; Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates' field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |