The development of student teachers' professional identity

This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges...

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Bibliographic Details
Published in:European journal of teacher education 2010-02, Vol.33 (1), p.3-18
Main Authors: Lamote, Carl, Engels, Nadine
Format: Article
Language:English
Subjects:
Beliefs
Career Development
Colleges
Educational Objectives
Higher Education
Inservice Teacher Education
Internal Consistency
Mann Whitney U Test
professional identity
Questionnaires
Secondary Education
Self Concept
Self Efficacy
Student Attitudes
student beliefs
Student Teachers
teacher beliefs
Teacher Education
Teacher Educators
Teacher Evaluation
Teaching (Occupation)
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Summary:This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students' task orientation was observed: students developed a more pupil-centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long-term educational qualification targets and self-efficacy decreased. Students with work placement experience developed a more 'realistic' view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students' gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.
ISSN:0261-9768
1469-5928
DOI:10.1080/02619760903457735