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

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dc.contributor.author Stenberg, Katariina
dc.contributor.author Maaranen, Katriina
dc.date.accessioned 2021-02-23T12:15:01Z
dc.date.available 2021-02-23T12:15:01Z
dc.date.issued 2020
dc.identifier.citation 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
dc.identifier.other PURE: 121461283
dc.identifier.other PURE UUID: d52ef54d-e9c8-4eff-9746-155a7417183a
dc.identifier.other ORCID: /0000-0003-3771-9759/work/89580333
dc.identifier.uri http://hdl.handle.net/10138/326929
dc.description.abstract 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. en
dc.format.extent 15
dc.language.iso eng
dc.relation.ispartof Education Inquiry
dc.rights cc_by_nc
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title The differences between beginning and advanced student teachers’ teacher identities based on their practical theories en
dc.type Article
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/20004508.2020.1716541
dc.relation.issn 2000-4508
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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