Emergence of Professional Identity for the Pre-Service Teacher

Autor/in	Cattley, Georgina
Titel	Emergence of Professional Identity for the Pre-Service Teacher
Quelle	In: International Education Journal, 8 (2007) 2, S.337-347 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Preservice Teacher Education; Foreign Countries; Student Attitudes; Reflection; Writing (Composition); Self Concept; Observation; Practicums; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Schülerverhalten; Schreibübung; Selbstkonzept; Beobachtung; Practicum; Praktikum; Praktika; Australien
Abstract	This article highlights the potential influence of reflective writing upon the emergence of a professional identity during pre-service teachers' practicum placements. Links between reflective writing and identity formation were made during a project which required pre-service teachers to reflect upon their responses to, and observations of, a number of broad elements of the teaching environment both within the classroom and in the wider school context. The author reports on this small study involving teacher education students at Flinders University in South Australia and makes recommendations which could enhance the value of reflective writing as a personal and professional development tool. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10