The differences between beginning and advanced student teachers’ teacher identities based on their practical theories

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Pysyväisosoite

http://hdl.handle.net/10138/326929

Lähdeviite

Stenberg , K & Maaranen , K 2020 , ' The differences between beginning and advanced student teachers’ teacher identities based on their practical theories ' , Education Inquiry , vol. 11 , no. 3 , pp. 196-210 . https://doi.org/10.1080/20004508.2020.1716541

Julkaisun nimi: The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
Tekijä: Stenberg, Katariina; Maaranen, Katriina
Tekijän organisaatio: Department of Education
Päiväys: 2020
Kieli: eng
Sivumäärä: 15
Kuuluu julkaisusarjaan: Education Inquiry
ISSN: 2000-4508
DOI-tunniste: https://doi.org/10.1080/20004508.2020.1716541
URI: http://hdl.handle.net/10138/326929
Tiivistelmä: Teacher education (TE) plays a pivotal role in fostering student teachers’ teacher identity development, and furthermore, their readiness and motivation for continuous professional development. In this article, we explore the differences in student teachers’ teacher identity during TE. For this purpose, we investigated personal practical theories) of beginning and advanced primary school student teachers. Personal practical theories (PPTs) are defined as pedagogical beliefs that guide classroom actions. We found out that there are gradual qualitative differences in student teacher identities as TE proceeds. However, the results indicate that the overall differences in teacher identities are minor during TE. On the basis of the results, we consider the ways TE may promote student teachers’ continuing professional development.
Avainsanat: 516 Educational sciences
Vertaisarvioitu: Kyllä
Tekijänoikeustiedot: cc_by_nc
Pääsyrajoitteet: openAccess
Rinnakkaistallennettu versio: publishedVersion


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