Student reflections on teacher identity development in a yearlong secondary teacher preparation program

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http://hdl.handle.net/10138/291867

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Hahl , K & Mikulec , E 2018 , ' Student reflections on teacher identity development in a yearlong secondary teacher preparation program ' , Australian Journal of Teacher Education , vol. 43 , no. 12 , pp. 42-58 . https://doi.org/10.14221/ajte.2018v43n12.4

Title: Student reflections on teacher identity development in a yearlong secondary teacher preparation program
Author: Hahl, Kaisa; Mikulec, Erin
Contributor: University of Helsinki, Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
Date: 2018-12
Language: eng
Number of pages: 17
Belongs to series: Australian Journal of Teacher Education
ISSN: 0313-5373
URI: http://hdl.handle.net/10138/291867
Abstract: This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers’ teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher’s passion for their own subject, were incremental in building confidence in one’s teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.
Subject: 516 Educational sciences
professional development
pre-service teachers
teacher reflection
teacher identity
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