Key Experiences in Student Teachers' Development

Autor/inn/en	Meijer, Paulien C.; de Graaf, Gitta; Meirink, Jacobiene
Titel	Key Experiences in Student Teachers' Development
Quelle	In: Teachers and Teaching: Theory and Practice, 17 (2011) 1, S.115-129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Student Teaching; Student Teachers; Mentors; Transformative Learning; Motivation; Student Teacher Attitudes; Professional Personnel; Identification; Self Concept; Individual Development; Foreign Countries; Interviews; Teaching Experience; Netherlands + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pädagogische Transformation; psychologische; Motivation (psychologisch); Personalbestand; Identifikation; Identifizierung; Selbstkonzept; Individuelle Entwicklung; Ausland; Interviewing; Interviewtechnik; Niederlande
Abstract	This study focuses on the question of why student teachers stay in teaching even after a profound "practice shock," i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers' views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers' professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first-year (student) teachers' regaining motivation for teaching. (Contains 5 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10