Pre-Service Primary School Teachers' Beliefs about the Consistency of the Teacher Training Program on the Formation of Their Teacher Identity (original) (raw)
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Üniversitepark Bülten, 2017
The study aimed to understand the factors affecting pre-service teachers' teacher identity. The sample of the study was comprised of 286 fourth-year preservice teachers. The draft item pool of the scale was based on the teacher education literature related to the factors affecting teacher identity administered to the preservice teachers studying at a public university in Turkey's Mugla province. The finding of the study revealed that the scale, which was consisted of 28 items, had six factors. The scale's six factors explained 63.50% of all the variance as well as the factor loading of the scale ranged from .50 to .88. The internal consistency scores of the scale dimensions ranged from .77 to .90. The item analysis of 27% upper and lower means calculation yielded statistically significant t values. Additionally, confirmatory factor analysis resulted good and pretty high fit indices. This showed that the scale with six factors was acceptable.
Pre-Service Teacher Training, Primary Teachers' Identities, and School Work
Given the importance of primary education as a basis for a knowledge society, the aim is to contribute towards improving the effects of pre-service teacher training, in terms of lifelong learning and professional efficacy. We present the results of research carried out with the aim of relating pre-service training curricula and the construction of teacher identities. Forty biographical narratives were collected from primary school teachers who had trained at the same pre-service teacher training college in 4 different periods over the last 40 years. The results suggest that pre-service training has a real impact on identities, but also that a large part of that impact is neutralised in the work contexts. Here, a traditional conception of school work persists which forces new teachers to adapt to the real schools. These results are discussed in relation to the challenges posed by the knowledge society.
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Journal of Education and Learning (EduLearn), 2019
Bearing in mind the interplay between beliefs and professional identities, constantly reexamining teachers' beliefs is deemed to be significant in teachers' identity formation. However, not much attention has been given to pre-service teachers' beliefs. Through a case study, this research sought to reveal some beliefs held by four pre-service teachers doing their teaching practicum at a state junior high school in Yogyakarta. In addition, this study also attempts to describe the interplay between beliefs and the professional identity of those pre-service teachers'. Participants' reflections, observations, and a focus group discussion were employed in order to figure out the answers to the research questions. The findings show that each of the participants processed the experiences they had in their teaching practicum differently. They started their teaching with pre-existing beliefs that were either confirmed or confronted when they did their practicum. The findings of this study also suggest that the interplay between beliefs and professional identity is complex. Not all beliefs were clearly reflected in the participants' teaching performances. Some may seem contradictive to their beliefs. It implies that although the participants had sets of beliefs in their minds, teaching itself does not only represent their beliefs, but also serves as a stage where many intertwined factors occur.
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This research study investigated the factors that influenced the development of teacher identity in a small cohort of mature-aged graduate pre-service teachers over the course of a one-year Graduate Diploma program (Middle Years). It sought to illuminate the social and relational dynamics of these pre-service teachers' experiences as they began new ways of being and learning during a newly introduced one-year Graduate Diploma program. A relational-ontological perspective underpinned the relational-cultural framework that was applied in a workshop program as an integral part of this research. A relational-ontological perspective suggests that the development of teacher identity is to be construed more as an ontological process than an epistemological one. Its focus is more on questions surrounding the person and their 'becoming' a teacher than about the knowledge they have or will come to have.
The Impact of Teaching Practice Experience in Shaping Pre-Service Teachers’ Professional Identities
Entering into the teaching profession does not require a teacher’s interest alone. Instead, it involves the acquisition of skills and knowledge so as to become an effective teacher. In order to be well-prepared and to cope with the responsibilities at the school to which they will be posted after they graduate, pre-service teachers need to master all pertinent theories as well as how to put them into practice. This research aims to study those factors that impact upon the development of student teachers’ professional identities. The research participants were three pre-service teachers who were undergoing teaching practice in three secondary schools. The data was generated through semi-structured interviews and the analysis was done using thematic analysis. The findings indicate that among the factors mentioned, the factor of students was the most significant. Other factors included assistance from mentors, supervisors and colleagues. This paper discusses the implications of these findings on the importance of surrounding factors in schools in shaping student teachers’ identities.
Education Policy Analysis Archives
The objective of this study is to estimate the association between the following variables: teacher professional identity, the teacher education model adopted, the type of teacher educator, and academic progression of teacher education students. A purposive and convenience sampling process was used to recruit 662 preservice teachers attending teacher education programs at three Chilean universities. A sociodemographic survey and teacher professional identity scale were administered to these preservice students. Data were analysed using Spearman correlation, the Kruskal-Wallis test, and multiple linear regression. Results how different types of teacher educator profiles and teacher education models positively correlate with professional identity; furthermore, levels of professional identity were found to differ in connection with students’ level (year) within their teacher education program. It was also found that the profile of teacher trainers, who are also schoolteachers, and the ...
Early Teacher Identity Development
Procedia - Social and Behavioral Sciences, 2013
This study considers how a teacher trainee interprets, evaluates and continuously collaborates in the construction of her own early identity development. Drawing on data collected from a single teacher trainee, the study examines the way in which the understanding of teaching, teacher practices and career plans are shaped throughout a practicum process. Multiple rounds of semi-structured interviews and classroom observations were conducted in the 2010-2011 and 2011-2012 academic years. Both during the interviews and in before-and-after discussions of observations, the and current work with children, perspectives on teaching and her school, and future career plans.
On teacher beliefs, self-identity and the stages of professional development
DOAJ (DOAJ: Directory of Open Access Journals), 2018
This article describes teachers as a professional group, focusing on preservice teachers and refining their profiles on the basis of the studies carried out in educational research. Personality as a major contributor to beliefs and teacher presence in the classroom in a more general sense help to building teacher identity over the period of first becoming and then being a fully-functioning classroom practitioner. Teacher self-concept and identity are developmental in nature and undergo constant fluctuations. They make for the success and/or failure, enthusiasm or burnout of every individual teacher, irrespective of his/her teaching contexts. New teachers who enter classrooms for the first time do not enter them empty-handed. They hold beliefs which have various origins and enjoy varying degrees of sustainability over time and the experiences they encounter. These are discussed here, both theoretically and by means of illustrative studies. When considering teachers over their whole careers, clear developmental stages can be distinguished. These are shown in the form of different models presented in the literature on teacher training and development. The article concludes with a brief description of pre-service teachers` profiles.
Teaching and Teacher Education, 2010
The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a ''teachers' voice''. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions.