Key experiences in student teachers’ development
Key experiences in student teachers’ development
复制标题
实习教师发展的主要经验
DOI：
--
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
J. Meirink
中科院分区：
文献类型：
--
作者：
P. Meijer;Gitta de Graaf;J. Meirink
这项研究的重点是为什么实习教师留在教学，即使在深刻的“实践休克”，即，这一震惊本身似乎就是学生教学第一年复杂而充满情感挑战的特点。使用线条画的技术，研究调查学生教师的看法，他们的第一年的教学，通过检查他们如何描绘自己的发展，他们的主要经验，在发展过程中，以及他们应对这些经验的方式。研究结果表明，大多数实习教师并不认为自己的发展是一个稳定的上升线，往往是由教师的专业身份的发展研究建议。相反，我们现在发现，大多数实习教师认为他们的发展是一条有高潮和低谷的道路，其中包括变革的时刻或时期。这涉及到变革性学习的思想和关于身份发展的理论，这些理论认为人们需要一个危机来实现身份发展。在这样的危机中，我们看到实习教师明确地重新考虑了他们与教学的联系，这种重新考虑导致了重新获得教学的动机。看来，主管或导师教师在一年级（学生）教师重新获得教学动机方面发挥了重要作用。
This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching.