Academic literature on the topic 'Student teacher identity'
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Journal articles on the topic "Student teacher identity"
STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (July 2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.
Full textShaima M. Saalh. "Exploring the Integration of Environmental Identity within EFL Teacher's Identity." Journal of the College of Education for Women 33, no. 4 (December 30, 2022): 19–26. http://dx.doi.org/10.36231/coedw.v33i4.1635.
Full textSilva, Victoria Oliveira da, and Larissa Dantas Rodrigues Borges. "Language Teacher Identity Formation." Revista Linguagem em Foco 13, no. 1 (June 4, 2021): 381–402. http://dx.doi.org/10.46230/2674-8266-13-5191.
Full textLasauskiene, Jolanta. "(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 306–16. http://dx.doi.org/10.17770/sie2018vol1.3180.
Full textLee, Inhye. "Teacher Identity of Non-native Korean Student Teachers." Teaching Korean as a Foreign Language 64 (February 28, 2022): 95–126. http://dx.doi.org/10.21716/tkfl.64.4.
Full textTucker, Olivia Gail. "Preservice Music Teacher Occupational Identity Development in an Early Field Experience." Journal of Music Teacher Education 30, no. 1 (June 24, 2020): 39–52. http://dx.doi.org/10.1177/1057083720935852.
Full textTeng, (Mark) Feng. "Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers." English Teaching & Learning 43, no. 2 (May 3, 2019): 189–212. http://dx.doi.org/10.1007/s42321-019-00024-3.
Full textDraves, Tami J. "Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity." Journal of Music Teacher Education 29, no. 1 (April 29, 2019): 41–55. http://dx.doi.org/10.1177/1057083719844211.
Full textAktekin, Nafiye Cigdem, and Hatice Celebi. "ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise." International Journal of Language Education 4, no. 2 (March 30, 2020): 113. http://dx.doi.org/10.26858/ijole.v4i2.10655.
Full textWandix-White, Diana. "The Impact of Teacher-Student (Dis)Connection on Black Student and Teacher Identity Development in U.S. Schools." Journal of Autoethnography 1, no. 3 (2020): 234–51. http://dx.doi.org/10.1525/joae.2020.1.3.234.
Full textDissertations / Theses on the topic "Student teacher identity"
Lindquist, Kristin M. "Problematizing Teacher Identity Constructs: The Consequences for Students." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243534241.
Full textRussell, Heather A. "Music Student Teacher Reflections as Narratives of Identity." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.
Full textPh.D.
The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections.
Temple University--Theses
Blair, Jennifer Johnson. "Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/blair/BlairJ1209.pdf.
Full textLovitt, Dan Owen. "Teacher identity and small school reform /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7797.
Full textBeynon, Carol A. "Crossing over from student to teacher, negotiating an identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28111.pdf.
Full textWilliams, Desha L. "Student Teaching in an Urban Context: Student Teachers' Views and Construction of Identities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/29.
Full textBranch, Andre J. "Teachers' conceptions of their role in the facilitation of students' ethnic identity development /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7546.
Full textEvans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.
Full textAlbertson, Rebekah Ann. "Art and identity: the high school artist." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/2667.
Full textPizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.
Full textBibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
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Books on the topic "Student teacher identity"
P, Freedman Diane, and Stoddard Holmes Martha, eds. The teacher's body: Embodiment, authority, and identity in the academy. New York: State University of New York Press, 2003.
Find full textBussy, Dorothy. Olivia. New York, N.Y., U.S.A: Penguin Books--Virago Press, 1990.
Find full textSolomon, Rovell Patrick. Teacher candidates' racial identity development and its impact on learning to teach. [Toronto]: Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2001.
Find full textGrowing up white: A veteran teacher reflects on racism. Lanham, Md: Rowman & Littlefield Education, 2008.
Find full textGonzalez, Julie. Wings. New York: Delacorte Press, 2005.
Find full textGonzalez, Julie. Wings. New York: Delacorte Press, 2005.
Find full textTales out of school: Gender, longing, and the teacher in fiction and film. Carbondale: Southern Illinois University Press, 1999.
Find full textDixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.
Find full textAkyeampong, Kwame. "On the threshold": The identity of student teachers in Ghana. Brighton: Centre for International Education, University of Sussex, 2000.
Find full textMaking meaning of whiteness: Exploring racial identity with white teachers. Albany: State University of New York Press, 1997.
Find full textBook chapters on the topic "Student teacher identity"
Kelly, Orla. "Outdoor Learning and Student Teacher Identity." In Contemporary Approaches to Outdoor Learning, 187–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85095-1_13.
Full textMeijer, Paulien C., and Ida E. Oosterheert. "Student Teachers’ Identity Development in Relation to “Teaching for Creativity”." In Research on Teacher Identity, 121–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93836-3_11.
Full textZhang, Chun. "Discursive Construction of Chinese Language Teacher Identity." In Chinese Educational Migration and Student-Teacher Mobilities, 129–43. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913_7.
Full textBeşken Ergişi, Meral. "How does working with and mentoring student teachers shape teacher educators’ professional identity?" In Exploring Professional Development Opportunities for Teacher Educators, 128–42. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003160052-8.
Full textOvens, Alan. "Personal Politics and Identity in Student Teachers’ Stories of Learning to Teach." In Narratives on Teaching and Teacher Education, 65–76. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622913_5.
Full textMifsud, Denise. "Who Am I? Student Teachers and Their Narratives of Identity Perception, Construction and Performance." In Professional Identities in Initial Teacher Education, 87–125. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76174-9_5.
Full textMifsud, Denise. "The Presentation of Personal and Professional Selves: A Goffmanesque Perspective of Student Teachers’ Identity Crises." In Professional Identities in Initial Teacher Education, 127–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76174-9_6.
Full textEllis, Sue. "The Strathclyde Literacy Clinic: Developing Student Teacher Values, Knowledge and Identity as Inclusive Practitioners." In A Companion to Research in Teacher Education, 121–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_8.
Full textTran, Ly Thi, and Lien Pham. "International Student Connectedness with Local Teachers and Peers: Insights from Teachers." In International Student Connectedness and Identity, 41–60. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2601-0_3.
Full textNilsen, Trude, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig, and Hege Kaarstein. "Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation." In Equity, Equality and Diversity in the Nordic Model of Education, 173–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_7.
Full textConference papers on the topic "Student teacher identity"
Irfiana, Khusna, and Rojab Siti Rodliyah. "Teacher Identity Construction: A Narrative Inquiry into English Postgraduate Student Teachers." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.37.
Full textGe, Jenny. "Learning Through Tensions: Student Teacher Assessment Identity Development." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883531.
Full textBroderick, Debora. "Conversations in Action Research: Impacts on Teacher/Student Identity and Practice." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443496.
Full textYi, Ming. "A Case Study on Student Teacher Professional Identity Construction During the Education Practicum." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1882543.
Full textYi, Ming. "A Case Study on Student Teacher Professional Identity Construction During the Education Practicum." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882543.
Full textPrieto Sanz, Helena. "Impact of Text Discussions on the Professional Identity of Higher Education Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12983.
Full textDAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Full textPerry, Jo, and Sarah Probine. "Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206004.
Full textHunkins, Nicholas, Sean Kelly, and Sidney D'Mello. "“Beautiful work, you're rock stars!”: Teacher Analytics to Uncover Discourse that Supports or Undermines Student Motivation, Identity, and Belonging in Classrooms." In LAK22: 12th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3506860.3506896.
Full textBucur, Carmen. "THE ROLE OF STUDENT LEARNING IN INITIAL TEACHER EDUCATION � THE PREMISE OR THE EFFECT OF FORMATION AND DEVELOPMENT OF PROFESSIONAL SELF-IDENTITY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.127.
Full textReports on the topic "Student teacher identity"
Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.
Full textMcGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.
Full textZenisek, Joseph. How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1828.
Full textWachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.
Full textFilmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.
Full textDmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.
Full textLytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2451.
Full textRomero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.
Full textRarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Full textAjzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.
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