ERIC Number: EJ1072460
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-7155
EISSN: N/A
Drawing Identity: Beginning Pre-Service Teachers' Professional Identities
Beltman, Susan; Glass, Christine; Dinham, Judith; Chalk, Beryl; Nguyen, Bich
Issues in Educational Research, v25 n3 p225-245 2015
Developing a professional teacher identity can be complex as pre-service teachers engage with a process informed by their previous experiences of teachers and teaching, by learning in their pre-service course, by field placements, and by societal expectations. Using drawing as the method for gathering data, pre-service teachers in an Australian university were asked, prior to their first professional experience, to draw themselves as the teacher they hoped to become. Drawings (N = 125) were coded according to the presence or absence of teacher, students and artefacts of teaching. Representations indicated that pre-service teachers identified themselves as teachers who would conduct enjoyable learning experiences, have positive relationships with their students and who were confident in themselves as a teacher. There was little evidence of the potential complexities or challenges of teaching, raising a dilemma for teacher educators in how to prepare pre-service teachers for the reality of the workplace while maintaining their positive approach.
Descriptors: Preservice Teachers, Professional Identity, Teacher Educators, Learning Experience, Teacher Education Programs, Student Teaching, Placement, Freehand Drawing, Work Environment, Student Attitudes, Teacher Student Relationship, Self Efficacy, Foreign Countries, Qualitative Research
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A