Pushing Through: Developing Teacher Identity under Times of Crisis

Autor/inn/en	Sanders-Smith, Stephanie C.; Olguín, Ana Aracelly; Bryan-Silva, Kutasha
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01