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ERIC Number: EJ1100317
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: ERIC
ISSN: ISSN-0737-5328
Professional Identity Formation as a Framework in Working with Preservice Secondary Teacher Candidates
Hsieh, Betina
Teacher Education Quarterly, v43 n2 p93-112 Spr 2016
In this article, using the context of a secondary literacy course, the author argues that personal experiences, praxis-based reflective opportunities, and pedagogically-minded assessments are important in shaping an emergent professional identity that effectively integrates literate practices with content instruction. This article examines professional identity as drawn from previous models teacher candidates bring into a course and as negotiated through the course, as teacher candidates encounter new practices, models, and opportunities for reflection. Keeping in mind a professional identity framework, teacher educators, both inside and outside of literacy, can better understand the influence of personal and professional experiences in shaping teacher candidates' perspectives on classroom instruction to help teacher candidates develop practical knowledge and understand the value of particular pedagogical frameworks in their specific contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A