NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1151627
Record Type: Journal
Publication Date: 2017
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0260-7476
Chinese Student Teachers' Perspectives on Becoming a Teacher in the Practicum: Emotional and Ethical Dimensions of Identity Shaping
Zhu, Gang
Journal of Education for Teaching: International Research and Pedagogy, v43 n4 p491-495 2017
This research examines the emotional and ethical dimensions of identity shaping in student teachers' teaching practicum. By interviewing seven Chinese student teachers who had just finished their student teaching practice, the research examines the participants' emotional experiences and the ethical dilemmas they encountered in their practicum. Specifically, for the emotional aspect of professional identity formation, the student teachers experienced eagerness and anxiety at the beginning of the teaching practicum, shock and embarrassment once teaching, and guilt and regret towards the end of the practicum. Alongside the influx of emotional experiences in the practicum, the researcher identified four paired ethical dilemmas that the participants were trapped within: (1) tensions between classroom authority and the ethic of caring; (2) acting as a community member or an "outsider"; (3) working as an office assistant or a "real teacher"; (4) conflicting pedagogies regarding teaching different tracks of students. Finally, implications for teacher education are briefly discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A