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ERIC Number: EJ880710
Record Type: Journal
Publication Date: 2010-May
Pages: 18
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0261-9768
Supporting Emerging Teacher Identities: Can We Identify Teacher Potential among Students?
Lofstrom, Erika; Poom-Valickis, Katrin; Hannula, Markku S.; Mathews, Samuel R.
European Journal of Teacher Education, v33 n2 p167-184 May 2010
The research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self-efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students' continued interest in and entry to teacher education and the teaching profession. (Contains 4 tables and 4 figures.)
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 - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Estonia