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ERIC Number: EJ937005
Record Type: Journal
Publication Date: 2011-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0313-5373
Emerging Professional Teacher Identity of Pre-Service Teachers
Chong, Sylvia; Low, Ee Ling; Goh, Kim Chuan
Australian Journal of Teacher Education, v36 n8 p50-64 Aug 2011
Research shows the development of teachers' professional identity to be in a state of flux and that there is a strong correlation between a sense of teacher professional identity and their propensity to stay in teaching. Our study examines pre-service teachers' emerging sense of professional teacher identity at exit point of their pre-service programme. For the first part, data was collected from an open-ended questionnaire which asked participants about their perceptions of the profession. 22 statements were used for the second part to elicit participants' perceptions about teaching. The open-ended questionnaire showed a high percentage perceiving a sense of reality, followed by a smaller percentage experiencing mismatched expectations. For the second part, five factors were extracted with "role of teaching and learning" emerging with the highest mean. The final part discusses the implications for the continual enhancement of teacher preparation programmes. (Contains 2 figures and 4 tables.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A