Academic Journal
Professional Identity Formation as a Framework in Working with Preservice Secondary Teacher Candidates
| العنوان: | Professional Identity Formation as a Framework in Working with Preservice Secondary Teacher Candidates |
|---|---|
| اللغة: | English |
| المؤلفون: | Hsieh, Betina |
| المصدر: | Teacher Education Quarterly. Spr 2016 43(2):93-112. |
| الاتاحة: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Professional Identity, Preservice Teachers, Teacher Education, Teacher Education Programs, Models, Secondary School Teachers, Teacher Role, Teaching (Occupation), Preservice Teacher Education, Teacher Educators, Teacher Effectiveness, Professional Development, Surveys, Literacy, Literacy Education, Case Studies, Student Experience, Reading, Reading Skills |
| تدمد: | 0737-5328 |
| مستخلص: | In this article, using the context of a secondary literacy course, the author argues that personal experiences, praxis-based reflective opportunities, and pedagogically-minded assessments are important in shaping an emergent professional identity that effectively integrates literate practices with content instruction. This article examines professional identity as drawn from previous models teacher candidates bring into a course and as negotiated through the course, as teacher candidates encounter new practices, models, and opportunities for reflection. Keeping in mind a professional identity framework, teacher educators, both inside and outside of literacy, can better understand the influence of personal and professional experiences in shaping teacher candidates' perspectives on classroom instruction to help teacher candidates develop practical knowledge and understand the value of particular pedagogical frameworks in their specific contexts. |
| Abstractor: | ERIC |
| Number of References: | 36 |
| Entry Date: | 2016 |
| URL الوصول: | https://www.teqjournal.org |
| رقم الانضمام: | EJ1100317 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0737-5328 |
|---|