Relevant bibliographies by topics / Student teacher identity

Academic literature on the topic 'Student teacher identity'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Student teacher identity"

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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.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.
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Shaima 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.

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Nowadays, the ideas of integrating the concepts of the environment and saving it are being famous. These ideas are widely seen in many fields of study, and language education is one of them. Thus, the identity of English Language teachers (ELT) is a step toward transferring this concept in EFL materials in ELT departments. The EFL teacher's identity takes different meanings. Sometimes, it only means the teacher who teaches the English language, and other times, it means, the cultural and social aspects that the teacher and students interact during the study course. These cultural and social aspects represent the environment in teacher’s identity. This study aims to explore the environmental identity within EFL teacher identity. The sample of 100 student-teachers has been selected randomly from the fourth-grade students in the department of English language in the University of Baghdad. The study tool is adapted from the Environmental Identity Survey (Clayton et al., 2021) and Xun’s et al. (2014) EFL teacher identity questionnaire. After ascertaining the face validity and reliability of the tool, the study has been applied to the study sample. The results have shown that 16 items of the scale are high, 31 items are moderate, and three of them are low. However, the final results have indicated that student-teachers’ perception of their environmental identity is moderate
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Silva, 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.

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Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.
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Lasauskiene, 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.

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The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided.
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Lee, 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.

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Tucker, 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.

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Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates’ transitions into the teacher role. The purpose of this instrumental case study was to examine the occupational socialization and identity development of preservice music teachers in an early field teaching experience with a focus on preservice teacher and P–12 student interactions. I conducted observations, interviews, and a demographic survey during a semester-long early field experience. Findings centered around (a) the dynamic nature of preservice teachers’ identities; (b) the importance of peers, music teacher educators, and students to preservice participants as they engaged in the process of becoming music teachers, and (c) the momentary embodiment of music teacher and student roles. I connect these findings to prior research and suggest implications.
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Teng, (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.

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Draves, 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.

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The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. I recommend making preservice and cooperating music teachers more aware of teacher identity models and suggest activities to promote teacher identity development in music teacher education programs. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators.
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Aktekin, 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.

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In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.
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Wandix-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.

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In one year, I moved from a diverse school where I felt pretty and smart to a predominantly White school where I felt ugly and dumb. This autoethnography examines how a little African American girl’s transfer from an urban to a suburban school resulted in a paradigm shift that had and continues to have profound consequences on her identity development and subsequent choices and practices as a marginalized student struggling to succeed academically, a teacher grappling with professional identity, and a doctoral student hoping to help preservice teachers prepare to meet the needs of diverse students. The research question that prompted this exploration is How does teacher-student (dis)connection impact the identity development of students of color in U.S. schools, and these same students’ professional identity development should they later become teachers themselves? In a larger social context, this work examines the impact of a culture of care, or lack thereof, in the milieu of teaching and learning, especially as it relates to the academic and personal growth and development of Black and Brown students in U.S. public schools. The inquiry aids in unpacking, storying, and restorying the school-related lived experiences of the researcher. The narrative exemplars that are illuminated reinforce the personal, relational, and professional significance of creating a school and classroom culture of care; and the “truths” revealed may offer new knowledge that encourages today’s teachers to develop behaviors and practices that lead to safe, productive, culturally solicitous learning environments.
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Dissertations / Theses on the topic "Student teacher identity"

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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.

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Russell, 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.

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Music Education
Ph.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
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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.

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A teacher's epistemological beliefs define the boundaries of his or her worldview and conceptualization of teacher identity. It is, therefore, essential that teacher educators support the development of sophisticated epistemological beliefs among preservice teachers. Prior studies have suggested that epistemic development may be hindered by emphasis placed on the performance of a socially constructed normative teacher identity within teacher preparation programs. This phenomenological study, which examines the relationship between preservice teachers' epistemological beliefs and their beliefs regarding normative teacher identity at different points in their teacher education program, aims to provide insight into how teacher preparation programs may better support the development of more sophisticated epistemological beliefs among preservice teachers. Data was collected from 40 preservice teachers at Montana State University using a survey instrument created for this study and interpreted through a process of discourse analysis. The individual preservice teachers studied expressed epistemological beliefs and conceptions of teacher identity that were contradictory without ever acknowledging or attempting to explain these contradictions. This suggests that the participants may not have actually developed their own beliefs through a process of consideration or inquiry, but instead have received them during their time in the teacher preparation program. The results of this study suggest that interventions focused on reflection upon theory and practice will continue to be ineffective as long as the preservice teachers continue to reflect upon these ideas through the lens of undeveloped epistemological beliefs situated within the context of a received teacher identity.
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Lovitt, Dan Owen. "Teacher identity and small school reform /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7797.

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Beynon, 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.

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Williams, 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.

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There is a shortage of secondary mathematics teachers throughout the United States (Howard, 2003, Matus, 1999). This deficit is heightened in urban areas (Bracey, 2002; Howard, 2003). Understanding how urban teachers develop into highly qualified, motivated teachers of urban learners may provide guidance in decreasing the shortage of urban secondary mathematics teachers and provide direction for teacher education programs in preparing future teachers of urban learners. Thus, the purpose of this study was to examine the experiences pre-service teachers undergo during student teaching and how those experiences impact their views on teaching in an urban context, as well as how their experiences impact the construction of their identities as teachers of urban learners. Six secondary mathematics pre-service teachers who have made the conscious decision to teach in urban schools participate in this study. Phenomenology is used as a philosophical and methodological framework. The theories of teacher thinking, situated cognition, and social identity provided a foundation to examine to research questions: How do pre-service teachers experience student teaching in an urban context; how do pre-service teachers’ experiences impact their views on teaching in urban schools; and how do pre-service teachers’ experiences impact the construction of their identities as teachers of urban learners? Data were collected via initial interviews, journaling throughout the student teaching experience, and phenomenological interviews. Colaizzi’s method for phenomenological data analysis was used to develop textual and structural descriptions of the phenomenon. This method of analysis led to concluding that constructive student teacher – cooperating teacher relationships lead to positive views of teaching in urban contexts and collective teaching dispositions. Negative relationships caused an aversion to teaching in urban environments and individualistic classroom practices. In regards to the construction of an identity as teachers of urban learners, the quality of the student teacher-cooperating teacher relationship was a factor. When an affirming relationship was present the student teachers embraced some of the characteristics of their cooperating teachers. Whereas, detrimental relationships caused the pre-service teachers to dismiss the practices of their cooperating teachers and the rejection of any performance feedback provided.
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Branch, 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.

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Evans, 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.

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Albertson, Rebekah Ann. "Art and identity: the high school artist." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/2667.

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The purpose of this study is to investigate the artistic identity of high school females and the relationships they have with their art teachers. The research compiled my own experience as a high school student with the reflections of five participants who graduated from high school within the past five years. Each participant was interviewed about her time in high school related to art, including relationships and events in and outside of the art classroom. The themes that emerged from each participant's experience brought about the conclusion that the high school artistic identity is comprised of action, product, space, and perception. Uncovering the artistic identity of the high school student highlights the importance of the art teacher and the physical and emotional space they create in the art room.
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Pizarro, 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.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.
Bibliography: 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.
266 p. ill
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Books on the topic "Student teacher identity"

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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.

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Bussy, Dorothy. Olivia. New York, N.Y., U.S.A: Penguin Books--Virago Press, 1990.

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Solomon, 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.

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Growing up white: A veteran teacher reflects on racism. Lanham, Md: Rowman & Littlefield Education, 2008.

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Gonzalez, Julie. Wings. New York: Delacorte Press, 2005.

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Gonzalez, Julie. Wings. New York: Delacorte Press, 2005.

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Tales out of school: Gender, longing, and the teacher in fiction and film. Carbondale: Southern Illinois University Press, 1999.

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Dixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.

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Akyeampong, Kwame. "On the threshold": The identity of student teachers in Ghana. Brighton: Centre for International Education, University of Sussex, 2000.

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Making meaning of whiteness: Exploring racial identity with white teachers. Albany: State University of New York Press, 1997.

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Book chapters on the topic "Student teacher identity"

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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.

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Meijer, 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.

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Zhang, 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.

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Beşken 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.

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Ovens, 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.

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Mifsud, 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.

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Mifsud, 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.

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Ellis, 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.

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Tran, 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.

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Nilsen, 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.

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AbstractEven though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.
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Conference papers on the topic "Student teacher identity"

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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.

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Ge, 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.

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Broderick, 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.

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Yi, 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.

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Yi, 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.

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Prieto 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.

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Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.
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DAUKILAS, 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.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Perry, 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.

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The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment had to be developed. The methodology for this project was constructivist grounded theory coupled with a socio-constructivist ethos. The method of data collection was an anonymous survey of students, lecturers and centre-based teachers. The findings indicate an unexpected growth in student empowerment in discussing their own practice.
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Hunkins, 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.

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Bucur, 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.

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Reports on the topic "Student teacher identity"

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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.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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McGee, 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.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Zenisek, 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.

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Wachen, 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.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Filmer, 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.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Dmytrovskyi, 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.

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The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.
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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
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Romero 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.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Rarasati, 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.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Ajzenman, 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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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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