Development of teachers’ professional identities: From pre-service to their first year as novice teachers

다국어 초록 (Multilingual Abstract)

Research indicates that developing a teacher’s professional identity is both a personal as well as a social process. This study examines teachers’ professional identity development at three time points – at the entry and exit of their one-year teacher preparation program and at the end of their first year as novice teachers. The study aims to establish a baseline understanding of their perceptions about teaching while they embark on the initial teacher preparation program. It explores the changes in their perceptions (if any) at the point of graduation and after their first year of teaching. The implications of the findings are discussed in terms of informing admissions criteria into the programs, how initial teacher preparation programs can be enhanced and key areas of focus for teacher induction programs.

참고문헌 (Reference)

1 Bezzina,C., "Views from the trenches: beginning teachers’ perceptions about their professional development" 32 (32): 411-430, 2006

2 Raffo, C., "Transitions to becoming a teacher on an initial teacher education and training programme" 27 (27): 53-66, 2006

3 Bullough, R. J., "The quest for identity in teaching and teacher education. In The missing links in teacher education design" Netherlands: Springer 237-258, 2005

4 McAdams,D., "The psychology of life stories" 5 (5): 100-122, 2001

5 Day, C. Kington, A., "The personal and professional selves of teachers: Stable and unstable identities" 32 (32): 601-616, 2006

6 Kelchtermans, G., "The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation" 18 : 105-120, 2002

7 James-Wilson, S., "The influence of ethnocultural identity on emotions and teaching. Paper presented at the Annual Meeting of the American Educational Research Association" American Educational Research Association, New Orleans. 2001

8 De Ruyter, D., "The formation of identity: The importance of ideals" 28 (28): 509-522, 2002

9 Gratch, A., "The culture of teaching and beginning teacher development" 28 (28): 121-136, 2001

10 Olsen, B., "Teaching what they learn, learning hat they live" CO: Paradigm Publishers 2008

11 Danielewicz, J., "Teaching selves: Identity, pedagogy, and teacher education" NY: State University of New York Press 2001

12 Clandinin, D. J., "Teachers’ professional knowledge landscapes: Teacher stories – stories of teachers – school stories – stories of schools" 25 : 24-30, 1996

13 Beijaard, D., "Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective" 16 : 749-764, 2000

14 Organization for Economic Cooperation and Development, "Teachers matter: Attracting, developing and retaining effective Teachers" Paris: Author 2005

15 Alsup, J., "Teacher identity discourses: Negotiating personal and professional spaces" NJ: Lawrence Erlbaum Associates, Inc 2006

16 Connelly, F. M., "Shaping a professional identity: Stories of educational practice" New York: Teachers College Press 1999

17 Lortie,D., "Schoolteacher:A sociological study" London: University of Chicago Press 1975

18 Mitchell, C., "Reinventing ourselves as teachers: Beyond nostalgia" London: Falmer 1999

19 Deschamps, J.–C., "Regarding the relationship between social identity and personal identity. In Social identity. International perspectives" London: Sage Publications 1-12, 1998

20 Beijaard, D., "Reconsidering research on teachers’ professional identity" 20 : 107-128, 2004

21 Chong, S., "Pedagogical knowledge and skills of preservice primary school teachers" 2008

22 Abbott-Chapman,J., "Let’s keep our beginning teachers! Principal Matters" 2005 (2005): 2-4, 2005

23 Zembylas, M., "Interrogating ‘Teacher identity’: Emotion, resistance and self formation" 53 (53): 107-127, 2003

24 Korthagen,F., "In search of the essence of a good teacher: Towards a more holistic approach in teacher education" 20 : 77-97, 2004

25 Schempp, P. G., "Identity and induction: Establishing the self in the first years of teaching. In The role of self in teacher development" NY: State University of New York Press 142-161, 1999

26 Feiman-Nemser, S., "From preparation to practice: Designing a continuum to strengthen and sustain teaching" 103 (103): 1013-1055, 2001

27 Knowles, J. G., "Developing practice through field experiences. In The teacher educator’s handbook: Building a knowledge base for the preparation of teachers" 648-687, 1996

28 Brisbane, Australia, "Brisbane,Australia.Retrieved 21 April,2010,from"

29 Taylor, S., "Biographies in talk: A narrative-discursive research approach" 2 (2): 22-38, 2006

30 Gilles, C., "Beginning teacher perception: A longitudinal look at teacher development" 13 (13): 89-96, 2001

31 Coldron, J., "Active location in teachers’ construction of their professional identities" 31 (31): 711-726, 1999

32 Akkerman, S. F., "A dialogical approach to conceptualizing teacher identity" 27 : 308-319, 2011

33 Wideen, M., "A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry" 68 (68): 130-178, 1998

34 Van Huizen, P., "A Vygotskian perspective on teacher education" 37 (37): 267-290, 2005