Identity development: what I notice about myself as a teacher
Identity development: what I notice about myself as a teacher
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身份发展：作为一名教师我对自己的关注
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Carmel Hinchion
中科院分区：
文献类型：
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作者：
Ciarán Ó Gallchóir;J. O’Flaherty;Carmel Hinchion
摘要教师身份是教师实践和发展的关键。然而，在教师职前教育阶段，关注职前教师作为教师的自我发展的意义建构的学术研究却相当匮乏。本文旨在探讨七位职前教师的教师生涯意义建构。使用自传体叙事和教学隐喻收集的反思，在学校安置实践的视频剪辑提示。结果表明，职前教师的最初吸引到什么样的教师看起来像物理描述。他们的意义，然后转向他们的先前的意义是什么是一个教师和他们的生活经验的学校安置之间的不和谐的情况。这些不和谐的来源对职前教师正在进行的教师身份建构提出了挑战。本文的研究结果进行了讨论的相关文献。
Abstract 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.