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ERIC Number: EJ830542
Record Type: Journal
Publication Date: 2009-Apr
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1570-2081
Why I Want to Teach and How I Feel about Teaching--Formation of Teacher Identity from Pre-Service to the Beginning Teacher Phase
Chong, Sylvia; Low, Ee-Ling
Educational Research for Policy and Practice, v8 n1 p59-72 Apr 2009
The aim of this study is to investigate the formation of student teachers' teacher identity from pre-service to the end of the initial year in teaching. We explored why student teachers in Singapore have chosen to enter teaching and tracked changes in their attitudes and beliefs towards teaching at three time points: entry and exit of the initial teacher preparation programme and after 1 year of teaching. The findings showed that, in agreement with previous research, those who are attracted to the teaching profession were mainly motivated by altruistic or intrinsic factors. They also entered the initial training programme with a positive perception of the profession. However, at the point of exit, perceptions towards teaching showed a significant dip. After the first year of teaching, attitudes remained the same as they were at the point of exit. These factors influence the emerging sense of teaching identity.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore