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ERIC Number: EJ1170449
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
Identity Development: What I Notice about Myself as a Teacher
Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel
European Journal of Teacher Education, v41 n2 p138-156 2018
Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of becoming a teacher. Reflections gathered using autobiographical narratives and teaching metaphors, were prompted by video clips of practice during School Placement. Results suggest that pre-service teachers' were initially drawn to the physical depiction of what a teacher looks like. Their meaning making then turned towards instances of dissonance between their prior meanings of what it is to be a teacher and their lived experiences of School Placement. These sources of dissonance challenged the pre-service teachers' ongoing construction of their teacher identity. The findings of this paper are discussed in terms of relevant literature.
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: 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: Ireland