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ERIC Number: EJ877213
Record Type: Journal
Publication Date: 2010-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0261-9768
The Development of Student Teachers' Professional Identity
Lamote, Carl; Engels, Nadine
European Journal of Teacher Education, v33 n1 p3-18 Feb 2010
This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students' task orientation was observed: students developed a more pupil-centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long-term educational qualification targets and self-efficacy decreased. Students with work placement experience developed a more "realistic" view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students' gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A