Revisiting Teaching Archetypes: Identifying Dominant Shaping Influences on Student Teacher's Identities

Autor/in	Sugrue, Ciaran
Titel	Revisiting Teaching Archetypes: Identifying Dominant Shaping Influences on Student Teacher's Identities
Quelle	In: European Educational Research Journal, 3 (2004) 3, S.583-602 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
Schlagwörter	Student Teachers; Preservice Teacher Education; Teacher Characteristics; Teacher Role; Theories; Educational Policy; Influences; Student Attitudes; Teaching Experience; Standards; Self Concept; Teacher Student Relationship; Teaching Methods; Foreign Countries; Educational Change; Educational Environment; Questionnaires; Interviews; Irish; Cultural Context; Church Role; Religious Factors; Politics of Education; Teacher Attitudes; Professional Development; Ireland + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Lehrerrolle; Theory; Theorie; Politics of education; Bildungspolitik; Influence; Einfluss; Einflussfaktor; Schülerverhalten; Standard; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Interviewing; Interviewtechnik; Irisch; Kirchenbild; Educational policy; Lehrerverhalten; Irland
Abstract	The primary aim of this article is to identify and interrogate the lay theories of contemporary student teachers and to indicate and illustrate the manner in which these "theories" manifest both continuity and change when contrasted with teaching archetypes and previously articulated lay theories of student teachers in the setting. It is in five parts. First, a theoretical lens of teaching archetypes and lay theories is provided. Second, a succinct account of the changing educational and policy context is provided. Third, data generation and analysis are described. Fourth, emergent cultural themes are critically analysed. Fifth, some tentative implications are drawn for initial teacher education and further research. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10