Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education

This paper draws upon a wider piece of research aimed at investigating professional identity development in initial teacher education. It is based upon the view of identity as a dynamic and multifaceted process and initial teacher education as a key context for its development. Data reported in this...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2020-03, Vol.46 (2), p.145-158
Main Author: Flores, Maria Assunção
Format: Article
Language:English
Subjects:
Ciências da Educação
Ciências Sociais
Context
Education
Foreign Countries
Graduate Students
Identity
Identity formation
Initial teacher education
Occupational Aspiration
Preservice Teacher Education
Professional Identity
Self Concept
Social Sciences
Student Development
Student Teacher Attitudes
Student teachers
Teacher education
Teachers
Teaching
Teaching (Occupation)
Teaching Experience
Values
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Summary:This paper draws upon a wider piece of research aimed at investigating professional identity development in initial teacher education. It is based upon the view of identity as a dynamic and multifaceted process and initial teacher education as a key context for its development. Data reported in this paper are part of a broader project carried out in Portugal and was collected through written narratives with 20 student teachers. In this paper findings arising from student teachers' accounts are presented, according to the main emerging themes: i) feeling like a student and thinking like a teacher; ii) confronting present and past experiences: inner tensions and dilemmas; iii) raising awareness of the complexity of the classroom context; iv) the teaching profession: aspirations and concerns of prospective teachers. Implications of the findings for initial teacher education are discussed.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2020.1724659