Imagined future teacher self at the point of entry to teacher education
A growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-relat...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2020
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| Sorozat: | EduLingua
6 No. 1 |
| Kulcsszavak: | Tanárképzés, Felsőoktatás |
| Tárgyszavak: | |
| doi: | 10.14232/edulingua.2020.1.2 |
| Online Access: | http://acta.bibl.u-szeged.hu/72675 |
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| 024 | 7 | |a 10.14232/edulingua.2020.1.2 |2 doi | |
| 040 | |a SZTE Egyetemi Kiadványok Repozitórium |b hun | ||
| 041 | |a eng | ||
| 100 | 1 | |a Doró Katalin | |
| 245 | 1 | 0 | |a Imagined future teacher self at the point of entry to teacher education |h [elektronikus dokumentum] / |c Doró Katalin |
| 260 | |c 2020 | ||
| 300 | |a 25-46 | ||
| 490 | 0 | |a EduLingua |v 6 No. 1 | |
| 520 | 3 | |a A growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-related subjects. Results suggest that students are, nevertheless, able to envisage a surprising variability and detail in their essays that underwent mix-method analysis. The most commonly occurring traits were grouped under five larger themes, focusing on personality and teacher self, teacher-student interaction, classroom teaching abilities, becoming members of a community of teachers, and altruistic goals. These teacher selves are mostly realistic and positive, with a clear understanding of the dynamism that teacher identity is formed as on ongoing process. It is argued that learning about freshly admitted students’ views related to teaching serves as valuable information to enhance pre-service teacher education programs. | |
| 650 | 4 | |a Társadalomtudományok | |
| 650 | 4 | |a Oktatástudomány | |
| 695 | |a Tanárképzés, Felsőoktatás | ||
| 856 | 4 | 0 | |u http://acta.bibl.u-szeged.hu/72675/1/edulingua_2020_001_025-046.pdf |z Dokumentum-elérés |