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Building Professional Identity during Pre-Service Teacher Education

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Title: Building Professional Identity during Pre-Service Teacher Education
Language: English
Authors: Torres-Cladera, Gemma, Simó-Gil, Núria, Domingo-Peñafiel, Laura, Amat-Castells, Vanesa
Source: Center for Educational Policy Studies Journal. 2021 11(3):35-54.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Professional Identity, Practicums, Preservice Teacher Education, Preservice Teachers, Undergraduate Students, Tutors, Teacher Educators, Elementary School Teachers, College School Cooperation, Foreign Countries, Role Models
Geographic Terms: Spain
ISSN: 1855-9719
Abstract: This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher's professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322259
Database: ERIC
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  Data: Building Professional Identity during Pre-Service Teacher Education
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2021 11(3):35-54.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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  Data: This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher's professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 35
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      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Role Models
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      – SubjectFull: Spain
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