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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Hartono, Juni, Aswandi Aswandi, and Sukmawati Sukmawati. "The Effect of Class Management and Identity Crisis on Class 7 of Students’ Behavior Digression at Junior High School in Sambas District." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 354. http://dx.doi.org/10.26737/jetl.v4i2.1902.
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Students' behavior digression can be caused by factors that originate in students who are experiencing an identity crisis or teacher classroom management in the class is less effective. This study aims to describe the effect of class management and identity crisis together on behavior digression of class VII ( 7th Grade) students in the state junior high school class in Subrayon 4 Tebas, Sambas District. The research method used is descriptive expost method, with a quantitative research approach. The population in this study were all public junior high school teachers in Subrayon 4 Tebas, Sambas District as many as 174 people and the samples were taken by random sampling. The data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and behavior digression of state junior high school students in Subrayon 4 Tebas, Sambas District. The data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at State Junior High School in Subrayon 4 Tebas of Sambas District, students who sat in class VII of state junior high school in Subrayon 4 Tebas of Sambas District, the results of data from BP teacher and homeroom teacher. The data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires. The results of the research obtained are (1) teacher class management influences student behavior digression; (2) there is significant influence between student identity crisis and behavior digression; (3) there is a jointly significant relationship between teacher class management variables and student identity crisis towards student behavior digression. Based on the results of the research conducted, it can be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral deviations in the class VII of state junior high school in Subrayon 4 Tebas, Sambas District.
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Abdul Rahman, Faisal, and Eri Kurniawan. "Exploring EFL Novice Teacher’s Identity Construction: A Narrative Inquiry of Senior High School Teacher." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (November 14, 2022): 303–25. http://dx.doi.org/10.30762/jeels.v9i2.485.
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This study used narrative inquiry to reveal the identity construction process performed by an Indonesian EFL novice teacher through her personal experiences in a senior high school context that is still rarely explored. The interview results revealed that the teacher developed Johnston's framework based on the following three aspects of the teacher's identity: teacher-student relationship, professionalism, and religious beliefs. The results showed that the novice teacher always prioritized academic assistance for students in teacher-student relationships. In terms of professionalism, she saw it as service-oriented. Thus, she always strived to be a better teacher to her students. She also instilled religious values in her English classes. She believed instilling positive values could help socially responsible individuals. It is suggested that future research would use a solid and clear framework regarding the novice teacher's identity construction to make the research process more organized and extend some informative inputs in narrative inquiry research.
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Hsiao, Cheng-hua. "Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums." Journal of Curriculum and Teaching 7, no. 1 (March 2, 2018): 64. http://dx.doi.org/10.5430/jct.v7n1p64.
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Teacher identity has been an important issue in teacher education because teacher identity influences teachers’professional development. However, little has been explored in preservice teachers’ identity formation within theEFL context of language teaching. In this study, the early influence on EFL student teachers’ identity formation inpracticums was studied from the perspective of legitimate peripheral participation (Lave & Wenger, 1991). Tenparticipants enrolled in the practicum courses of the four educational institutions, organized by the Englishdepartment of a national university in northern Taiwan. The frameworks of the practicums at each school wereanalyzed and the results for each case study revealed contextual factors that support and weaken teachers’professional identities. Three features were identified in the student teachers’ identity formation: (1) a hybrid spacebetween formal teachers and student teachers, (2) adhering to the institutions’ demands-progressing from theperiphery to the center, and (3) struggling teacher identity. Based on the findings, relevant pedagogical implicationsare discussed to help L2 preservice teachers achieve success in practicums.
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Martinez, Matthew J. "Does School Racial Composition Matter to Teachers: Examining Racial Differences in Teachers’ Perceptions of Student Problems." Urban Education 55, no. 7 (April 21, 2018): 992–1020. http://dx.doi.org/10.1177/0042085918770709.
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This study investigates how teachers’ perceptions of student problems are affected by school-level student/teacher racial compositions. Utilizing the full spectrum of student/teacher racial compositions, results from nonlinear models show that students, regardless of their individual racial background, will be evaluated partially on the racial composition of the school they attend. This conclusion holds irrespective of individual teacher race, although teacher racial identity influences the extent to which school composition matters. Findings suggest that White, but not Black or Hispanic, teachers are affected by teacher racial composition when making judgments about the severity of student problems.
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Rashidi, Naser, and Hussein Meihami. "Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 21–35. http://dx.doi.org/10.1515/jtes-2017-0012.
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AbstractTeachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.
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Gratch, Amy. "Becoming Teacher: Student teaching as identity construction." Teaching Education 11, no. 1 (April 2000): 119–26. http://dx.doi.org/10.1080/10476210050020435.
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Santoso, Nobertus Ribut, Marlon Nombrado, Ma Theresa De Guzman, Shelly De Vera Yumul, and Raymond M. Mariano. "Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 5, no. 1 (February 16, 2021): 1. http://dx.doi.org/10.25139/jsk.v5i1.2763.
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Teachers’ professional identity is created in the dynamic process of interpersonal interaction. This research aims to investigate how teachers negotiate their interpersonal role identities across physical and digital student-teacher interactions. By employing a descriptive qualitative design, this research used the ethnographic method. An interview guide was designed to seek an in-depth understanding of this phenomenon by gaining insights from ten high school teachers from Metro Manila. After collecting the data, an inductive approach is used to analyse the data. The research reveals that the teachers’ interpersonal identity standards and their appraisal of their interaction with their students on Facebook and their network logic align and are congruent with one another. The teachers’ interaction with their students online and offline is always guided by their perceived roles and responsibilities and their limitations and boundaries as teachers.
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Pugach, Marleen C., Joyce Gomez-Najarro, and Ananya M. Matewos. "A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality?" Journal of Teacher Education 70, no. 3 (March 13, 2018): 206–18. http://dx.doi.org/10.1177/0022487118760567.
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This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students’ and teacher candidates’ multiple social markers of identity, and in particular the complexity of their identities. Using the framework of intersectionality, we illustrate how teacher education researchers position student and teacher candidate identities and their complexity. Findings indicate that identity is typically addressed in a unidimensional manner, with little acknowledgment of students’ or teacher candidates’ complex, multiple, and intersecting identities. We conclude our analysis by exploring the potential of intersectionality as a framework for identity considerations when preparing equity-minded new teachers who are committed to social justice.
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Darling-Aduana, Jennifer, and Kristin Hemingway. "Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment." Teachers College Record: The Voice of Scholarship in Education 124, no. 9 (September 2022): 91–121. http://dx.doi.org/10.1177/01614681221132384.
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Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups.
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Doyle, Audrey, Marie Conroy Johnson, Enda Donlon, Elaine McDonald, and PJ Sexton. "The Role of the Teacher as Assessor: Developing Student Teachers’ Assessment Identity." Australian Journal of Teacher Education 46, no. 12 (December 2021): 52–68. http://dx.doi.org/10.14221/ajte.2021v46n12.4.
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The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
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Saenz, Marisa B., Vandana Nandakumar, and Maria Adamuti-Trache. "A Comparative Study of High School Students' Math Achievement and Attitudes: Do Math Teacher Qualifications Matter?" International Journal of Education in Mathematics, Science and Technology 11, no. 2 (January 20, 2023): 304–22. http://dx.doi.org/10.46328/ijemst.2528.
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Using nationally representative High School Longitudinal Study of 2009 data, this quantitative study examined how math teacher qualifications affect U. S. 9th graders’ math achievement and attitudes. The study is guided by the Cognitive Apprenticeship Theory that emphasizes that expert teachers enable students to learn as apprentices and construct knowledge within the activity, context, and culture in which it is learned. The study shows that not only does cognitive apprenticeship enable skill development and knowledge acquisition, but it shapes student math self-efficacy and interest in the subject, and it develops their math identity if students viewed math teachers as role models. The study employs a comparative research design to explore the main effects and interaction between teachers’ credential type and field of study degree on student outcomes. One notable finding is that teacher credentials (i.e., level of education certification) affected student math achievement and math identity but had weaker effects on math self-efficacy, math utility and interest in math courses. Second, holding a math degree affected students’ math achievement and math identity, while holding a degree in education had some positive effects on increasing students’ interest in math courses. Results have direct implications for the field of Mathematics Education showing that teacher qualifications affect student beliefs and attitudes toward mathematics.
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He, Wenjie, Guoxiu Tian, Qiong Li, Laura B. Liu, and Jingtian Zhou. "Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China." Sustainability 14, no. 19 (October 6, 2022): 12727. http://dx.doi.org/10.3390/su141912727.
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Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.
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Hapsari, Anita Galuh Sri, and Markus Budiraharjo. "English Teacher Identity in The Context of Zoning Policy Implementation." Journal of Education Research and Evaluation 3, no. 4 (December 4, 2019): 258. http://dx.doi.org/10.23887/jere.v3i4.23203.
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Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects
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Raja Harun, Raja Nor Safinas. "The construction and reconstruction of ESL student teachers’ professional identity." Studies in English Language and Education 6, no. 1 (March 9, 2019): 1–12. http://dx.doi.org/10.24815/siele.v6i1.13073.
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This study explores the construction and reconstruction of ESL student teachers’ professional identity at a teacher education university in Malaysia. A number of 23 student teachers were required to upload a journal entry in the e-portfolio to reflect upon themselves as prospective teachers when they were doing a pedagogical course in semester 5. Upon completing their teaching practice in semester 7 and while doing seminar reflective as a course in their final semester, the student teachers were asked to revisit their journal entry on their identity and to compare and contrast if their views have changed or remained the same after their teaching practice experiences. A content analysis was used to study the transformation of identity through journal entries. The study reveals that the student teachers were more realistic and practical as opposed to being idealistic in forming their professional identities after the teaching practice. There were many situational factors which have affected such changes. This study implicates the need for teacher education programs to provide platforms and learning to teach experience that would assist the student teachers formation of professional identity as prospective teachers.
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Solmon, Melinda A., Terry Worthy, Amelia M. Lee, and Jo A. Carter. "Teacher Role Identity of Student Teachers in Physical Education: An Interactive Analysis." Journal of Teaching in Physical Education 10, no. 2 (January 1991): 188–209. http://dx.doi.org/10.1123/jtpe.10.2.188.
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This investigation examined the teaching perspectives of student teachers and described the interplay between their role identities and teaching contexts. Principal findings were (a) investigators were able to describe definable characteristics of teacher role identity and assess the relative strength of the role based on clarity of teacher image and level of confidence, (b) interaction patterns were observable and varied according to individual teacher and context, (c) subjects with stronger TRIs were able to negotiate for and closely approximate a real teaching role by implementing their own style, and (d) subjects with weaker TRIs relied heavily on their cooperating teachers by mimicking their teaching styles and routines. In conclusion, the findings of this study support the view of the prospective teacher as an active agent in controlling the direction of biography and social structure in the socialization process.
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Allan, Sharon L. "Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers." in education 23, no. 1 (June 7, 2017): 2–25. http://dx.doi.org/10.37119/ojs2017.v23i1.316.
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Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience. Keywords: professional identity; borderland space; intern teachers; field experience; interpretive case study
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Zacharias, Nugrahenny T. "Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course." Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (August 11, 2016): 321–39. http://dx.doi.org/10.1075/japc.26.2.08zac.
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This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post-mini lesson interviews with individual STs and STs’ mini lessons. The findings show a positive relationship between ELF pedagogy, STs’ perception of their teacher role and their identity construction. Many STs’ identity construction appears to be informed by their concerns of the hegemonic presence of English in the local community and their role primarily as a revival of Indonesian cultures. Although the majority of STs showed a general agreement towards the need to construct a teacher identity independent of native-speaker norms, a few STs continued to believe the importance of teachers to speak Standard English due to its marketability potential.
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Dang, Thi Kim Anh. "Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers." Teaching and Teacher Education 30 (February 2013): 47–59. http://dx.doi.org/10.1016/j.tate.2012.10.006.
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Lewis, Rebecca. "Composing the curriculum: Teacher identity." British Journal of Music Education 29, no. 2 (June 13, 2012): 153–61. http://dx.doi.org/10.1017/s0265051712000198.
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What is composing and how is it valued? What does a good education in composing look like; what constraints hinder it and is it possible to overcome such constraints? Can composing be a personal, creative and valuable activity for the school student? What role does the teacher play in all of this? These are questions that I discuss in this reflective study of composing in the classroom.
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RAZUMNA, A. "ROLE POSITIONS OF THE TEACHER AS A FACTOR OF FORMATION OF PROFESSIONAL IDENTITY OF FUTURE DOCTORS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 210–16. http://dx.doi.org/10.33989/2075-146x.2021.27.247115.
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The article reveals the influence of the role positions of "mature personality", "qualified specialist", "coach (effective student)", chosen by the teacher-doctor in cooperation with medical students, on the formation of their personal-professional (metaprofessional), professional and educational professional identity. It is stated that professional identity is a stabilizer of personal, professional, developmental educational and professional orientation of the future specialist, is a mental source of building the image of the ideal self. It is noted that in the motivational aspect and improvement of certain own professionally important characteristics and competencies, attempts to meet the socialization norms and modern requirements of the professional community, to which he a priori belongs. The formation of the student's identity in the educational institution occurs in the processes of identification of the teacher as a reference person, self-identification through imitation of his important traits and role positions, reflection of the teacher's assessments of his role manifestations. It is shown that the actualization by the teacher of certain role positions in interaction with students gives them the opportunity to self-identify as individuals, future medical professionals, effective students through the vicar's mastery of specific practical actions. Facilitation support by the teacher of students' actualization of relevant role positions promotes self-affirmation of their respective identities. It is established that in the situation of students' interaction with the teacher two groups of processes are actualized, which determine the formation of their identity: the first - self-determined - is realized as self-determination and self-construction on the basis of observation of the teacher as a model. his role manifestations on the part of the teacher, who facilitates and mentally consolidates his self-identification image.
It is determined that the pedagogical essence of the teacher's role positions corresponds to modern pedagogical approaches that are implemented in the training of future medical professionals: the role of "mature personality" - personal approach, "specialist" - competence, "effective student" - student-centered.
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Raus, Rea. "Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study." Journal of Education for Sustainable Development 11, no. 2 (September 2017): 123–40. http://dx.doi.org/10.1177/0973408218779283.
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In the context of teacher education (TE) for sustainable development (SD), questions related to a teacher’s values, worldview and identity present a particular interest and are of critical importance. In the present article, student–teachers’ understanding of Teacher self and nature is focused on through discussions of personal and professional settings. The perceived curriculum, that is, reflection on a formal curriculum of a particular TE programme, is discussed to investigate how existing TE curriculum supports the development of the ecological, holistic self of a future teacher. The longitudinal study of 9 student teachers attempts to illuminate the process of the development of their ecological self during the first 4 years of studies in a particular initial TE programme. Although literature stresses the need to begin TE with investigating teacher identity, the results show that according to student teachers’ opinions, the particular TE curriculum does not address the notion of teacher identity in a focused manner, and more prominently, it does not address teacher identity development in the context of Education for Sustainable Development (ESD).
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Ubaque-Casallas, Diego. "Non-normative corporalities and transgender identity in English as a Foreign Language student teachers." July/December 27, no. 2 (August 31, 2020): 13–30. http://dx.doi.org/10.19183/how.27.2.548.
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Little international research exists on EFL (English as a Foreign Language) student teachers regarding transgender identity and non-normative corporalities. Similarly, few studies in Colombia have investigated the concept of teacher identity of transgender EFL student teachers to understand this dimension of identity. This study explores the transgender/blind identity of an EFL student teacher. The study took on identity as multiple and fluid to understand how transgender identity serves a lens to shape the process of becoming a teacher. Findings suggest that transgender identity is made from either experiences that modify or re-construct the self. The study revealed that the notion of gender is contested when the idea of transgender works as a personal mechanism to question the existing normativity of one’s own body and the self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind condition.
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Moate, Josephine, and Maria Ruohotie-Lyhty. "Identity and Agency Development in a CLIL-based Teacher Education Program." Journal for the Psychology of Language Learning 2, no. 2 (September 20, 2020): 92–106. http://dx.doi.org/10.52598/jpll/2/2/7.
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A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and agency separately, less attention has been paid to the relationship of these concepts in individual development. In this contribution, we use an ecological perspective to explore and illustrate the interplay between and development of agency and identity. The participants in the study were primary school teacher students specializing in foreign language pedagogy for younger learners and studying in a CLIL-based teacher education program. The qualitative data were collected through reflective essays focusing on the Finnish student teachers’ past, present, and future relationships with the English language during different phases of their bachelor’s studies.
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Winter, Linda K. ""Where I’m From:" Does Strong Teacher Appalachian Identity Impact Views of Student Efficacy?" Journal of Appalachian Studies 19, no. 1-2 (April 1, 2013): 124–32. http://dx.doi.org/10.2307/42635930.
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Abstract Teacher candidates in a beginning educational psychology course were surveyed about how they believe others perceive the communities and the region these students consider "home." Subjects were asked whether these outsiders’ beliefs were accurate and then were given an opportunity to correct misconceptions others might have about their values or traits. Additionally, subjects, most of whom plan to teach in Appalachia, characterized the strengths of, and expressed concerns about, their future public school students. While all but two percent of the subjects hailed from Appalachia, identification as "Appalachian" was weak; students also perceived that others outside the region viewed them in negative, regionally stereotypical terms which the subjects rejected as untrue. However, the majority of these same subjects, all future teachers, characterized their future students as having many unfavorable, stereotypical learning characteristics. These findings are important for teacher educators, especially considering the decades of research demonstrating the impact of teacher expectations on student performance.
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Purwaningsih, Endang, Ahmad Suryadi, and Nuril Munfaridah. "“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher." Eurasia Journal of Mathematics, Science and Technology Education 16, no. 12 (October 28, 2020): em1908. http://dx.doi.org/10.29333/ejmste/9123.
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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.
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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.
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Abraham, Getahun Yacob, and Valerie Margrain. "“We are Swedish Preschool Teachers”. Student Teacher Feedback on Internationalisation and Interculturality in Preschool Teacher Education." World Studies in Education 23, no. 1 (August 1, 2022): 77–95. http://dx.doi.org/10.7459/wse/22.1.06.
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Course materials in teacher education programmes are one of the means to support young teachers learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation.
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Nur, Jabal, M. Arif Suryawan, and Rahmawati Ibandi. "SISTEM INFORMASI PENDATAAN GURU DAN SISWA MTsN 1 BUTON BERBASIS WEB." JURNAL INFORMATIKA 8, no. 2 (September 3, 2020): 23. http://dx.doi.org/10.55340/jiu.v8i2.148.
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<p><em>Madrasah Tsanawiyah Negeri (MTsN) 1 Buton School is a government agency engaged in education that is appointed to the general public as one of the high schools in Buton district. Student and teacher data management in MTsN 1 Buton is less efficient still using manual methods where student and teacher data is still written into a ledger so data collection is inaccurate and there is a possibility of data damage or data loss. The purpose of this study was to create a teacher and student data collection system on web-based Buts 1 MTsN to assist the school in processing information related to student and teacher data. Data collection methods used were observation and interviews with the Principal of MTsN 1 Buton and the administration section at the school. The results showed that with this research it can help the performance of the MTsN 1 Buton school and can produce data of students and teachers including data on student and teacher identity, teacher subjects, homeroom teachers, class schedules, class input, managing student grades and making teacher and student data reports efficiently and accurately.</em></p>
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Bacquet, Jennifer Ngan. "Researching Identity in Language Teachers – Current Challenges and Implications." International Journal of Education and Literacy Studies 9, no. 4 (November 5, 2021): 174. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.174.
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Language teacher identity has been at the forefront of pedagogical research in recent years; this has become particularly important due to the demographic changes seen throughout the world since 2015; since then, there have been significant changes in the cultural landscape of schools in general and language teaching in particular, which presents unique challenges for teachers in their process of identity construction. This study aims to explore the transformative nature of language teacher identity in two settings: teaching in online classrooms in one’s home country, and teaching in online classroom abroad. The research will explore how cultural identity shapes an educators’ relationship with students, how one’s own cultural identity influences methodological and pedagogical choices, how these can improve literacy in the young adult classroom, as well touching upon the relevance of cultural identity is in a developing teacher. The findings revealed a general consensus on the need to gear pedagogigcal practices towards a student-centered approach; they further showed a general split in how teachers view the role that cultural identity plays in the classroom: while some felt that local cultures hindered their approach to teaching, others felt it helped build rapport and understanding between teachers and learners.
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Hatlevik, Ida Katrine Riksaasen, and Eli Lejonberg. "Mentoroppfølging i lektorutdanningen: Hvordan oppfølging ved en mentor kan bidra til en god studiestart for lektorstudenter." Acta Didactica Norge 13, no. 1 (February 27, 2019): 2. http://dx.doi.org/10.5617/adno.5485.
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Frafall blant studenter som er i starten av studiet, er en stor utfordring for lærerutdanninger, og det er få norske studier som har undersøkt tiltak som kan imøtekomme frafallsproblematikk. Artikkelen belyser hvordan mentoroppfølging av lektorstudenter kan bidra til en god start på studiene. Mentoroppfølgingen som undersøkes her, innebærer at studentene er delt inn i grupper etter fagkombinasjon og møtes tre ganger per semester. Gruppene ledes av en veilederutdannet lærer med samme fagbakgrunn og som har sitt primære virke i skolen. Artikkelen bygger på intervjuer med studenter og mentorer og to spørreskjemaundersøkelser blant studentene. Funnene indikerer at førsteårs lektorstudenter har et stort behov for tiltak som bidrar til at de blir kjent med andre lektorstudenter som følger samme studieløp, men at organisatoriske tiltak som skal bidra til sosial integrasjon, også bør ha et innhold som er relevant for utdanningens formål. Artikkelen bidrar med kunnskap om at oppfølging ved en mentor kan imøtekomme utfordringer førsteårsstudenter kan ha både med å bli del av et studiefellesskap og med å starte utvikling av læreridentitet. I tillegg kan mentoroppfølging få frem utdanningsinnholdets relevans tidlig i studiet. Dette er kunnskap som også kan ha overføringsverdi til andre lærerutdanningsprogram.Nøkkelord: lærerutdanning, mentoroppfølging, utvikling av læreridentitet, identitetsdanning, studieengasjement, studiemiljø, frafallMentoring in teacher education:How mentoring may contribute to a good startAbstractDropout among students at the beginning of their studies is a major challenge for teacher education programmes. Few Norwegian studies have investigated activities aimed at addressing dropout issues in teacher education. This article highlights how mentoring can provide student teachers with a good start in their teacher education. In the empirical setting examined here, mentoring implies that student teachers were divided into groups by subject, and they met with their mentors three times per semester. The mentors leading these groups were schoolteachers with mentor education, who were teaching similar subjects to those that the students were studying. The data collection methods included interviews with the student teachers at the end of their first year of teacher education and with their mentors, and two student surveys. This article contributes to the literature by providing knowledge of how the challenges students may face at the beginning of their studies, can be addressed by activities that not only have a social agenda but also include content that is educationally relevant. Our results show that the mentoring activities investigated in this study helped the student teachers by allowing them to get to know other first year student teachers taking the same subjects, by broadening their insights into the teaching profession and enabling them to start developing a teacher identity, as well as by clarifying the relevance of the educational content early in the programme. This knowledge may also have transfer value to other teacher education programmes.Keywords: teacher education, mentoring, teacher identity development, identity formation, student engagement, study environment, student dropout
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Doró, Katalin. "Imagined future teacher self at the point of entry to teacher education." EduLingua 6, no. 1 (2020): 25–46. http://dx.doi.org/10.14232/edulingua.2020.1.2.
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TA growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-related subjects. Results suggest that students are, nevertheless, able to envisage a surprising variability and detail in their essays that underwent mix-method analysis. The most commonly occurring traits were grouped under five larger themes, focusing on personality and teacher self, teacher-student interaction, classroom teaching abilities, becoming members of a community of teachers, and altruistic goals. These teacher selves are mostly realistic and positive, with a clear understanding of the dynamism that teacher identity is formed as on ongoing process. It is argued that learning about freshly admitted students’ views related to teaching serves as valuable information to enhance pre-service teacher education programs.
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Cowie, Neil, and Keiko Sakui. "Three Tales of Language Teacher Identity and Student Motivation." JALT Journal 34, no. 2 (November 1, 2012): 127. http://dx.doi.org/10.37546/jaltjj34.2-3.
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In this study we investigated how EFL teachers perceive student motivation and how their teacher identities influence their strategies to motivate students. The results of in-depth interviews with three Japan-based EFL teachers suggest that they have a complex understanding of learner motivation, which they formulate by amalgamating accepted motivation theories and their own experiences and observations about their students. The teachers recognize their own impact on influencing learner motivation but they also acknowledge their limitations. The strategies that the teachers use to motivate their students vary according to their experience, beliefs, and local contextual factors. We discuss implications for further motivation research as well as classroom practice. 本研究は、英語教員が学生の動機づけをどう理解し、教員のアイデンティティーが動機づけを促すストラテジーとどう関係があるかを調査したものである。日本で英語を教える３人の教員のインタビューデータによると、この３人の教員は、既存の動機づけに関する理論を理解しながら、自分たちの経験や観察に基づいた独自の動機づけの考えをもっており、それらを総括した視点より、動機づけを理解しているといえる。これらの教員は、学生の動機づけをある程度は向上できると考えている一方、それには限度があると述べており、動機づけのストラテジーは、それぞれの教員の経験、考え、また教育環境によって異なることも明らかになった。本稿は、動機づけに関する研究、また教室での実践面についての提言についても言及している。
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Zhou, Nan. "Identity Negotiation in Chinese University English Classroom." Higher Education Studies 10, no. 2 (January 30, 2020): 1. http://dx.doi.org/10.5539/hes.v10n2p1.
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Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student’s oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identities in the English learning process, the focal student struggled with the English learner identity perceived by herself and that identified by her English teacher. As a result, the student’s investment in English class oral tasks and communication behaviors in EFL classroom may change with the shift of identities. Suggestions are made for EFL teachers to help students construct desirable identities in order to improve their involvement in English class oral communication activities.
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Hagan, Martin. "Learning in the Practicum: Shaping Professional Identity in Initial Teacher Education." Kwartalnik Pedagogiczny, no. 66/4 (June 15, 2022): 11–31. http://dx.doi.org/10.31338/2657-6007.kp.2021-4.1.
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This study considers the role of the practicum in supporting professional identity development in the initial stage of teacher education. Employing an interpretative paradigm and a qualitative methodological approach (Lincoln & Guba, 2000), data were collected from a purposive sample of student teachers (n = 6) in the first year of study, using individual semi-structured interviews and episodic documents. The findings show that emerging teacher identity was informed but also challenged by the participants’ engagement with pupils, other teachers and visiting tutors. Collectively, these influences effected shifts in the participants’ constructs on teaching and prompted change in their perception of themselves and others as teachers. The study provides for an improved understanding of teacher growth in the first stage of career development. By so doing, it makes a valid contribution to the discourse on initial teacher education to better inform teacher educators and policy makers in relation to teacher professional learning.
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Neupane, Bharat Prasad, Laxman Gnawali, and Hem Raj Kafle. "NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.
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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.
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Saputra, Yudha Nata. "Mini Review: The Competencies of Christian Religious Teacher." PASCA: Jurnal Teologi dan Pendidikan Agama Kristen 18, no. 1 (May 30, 2022): 94–104. http://dx.doi.org/10.46494/psc.v18i1.185.
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The purpose of this study was to obtain information about the competence of Christian religious education teachers and factors related to the competence of PAK teachers by using the systematic literature review method. The results of the study found that the competence of PAK teachers was above the average but their professional competence was still below the average. There are a number of factors related to the competence of PAK teachers, namely Student Learning Behavior with Problems, Self-Identity as a servant of God, Student Learning Motivation, Student Creativity, Student Learning Achievement, and Commitment. When viewed from the magnitude of the correlation coefficient with the PAK Teacher Competency Variable, sequentially, the Student Learning Achievement Variable has a correlation coefficient of 0.794, the Self Identity Variable as a Servant of God is 0.715, the Student Motivation Variable is 0.611, and the Commitment Variable is 0.259. Then when viewed from the magnitude of the influence given, the competence of the PAK teacher has an influence in overcoming problematic student learning behavior by 64.9%, on student learning motivation by 37.3% and on student learning creativity by 20.01%.
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Živković, Predrag. "Concurrent validity of the student teacher professional identity scale." International Journal of Cognitive Research in Science Engineering and Education 6, no. 1 (2018): 13–16. http://dx.doi.org/10.5937/ijcrsee1801013z.
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Leeferink, Han, Maaike Koopman, Douwe Beijaard, and Gonny, L. M. Schellings. "Overarching professional identity themes in student teacher workplace learning." Teachers and Teaching 25, no. 1 (October 4, 2018): 69–89. http://dx.doi.org/10.1080/13540602.2018.1527762.
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Eble, Alex, and Feng Hu. "Child beliefs, societal beliefs, and teacher-student identity match." Economics of Education Review 77 (August 2020): 101994. http://dx.doi.org/10.1016/j.econedurev.2020.101994.
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Huhtala, Anne. "Becoming a Language Teacher." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 53–69. http://dx.doi.org/10.17011/apples/2015090103.
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In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher identity and (b) teaching profession. They see teaching as meaningful and rewarding, but tell about worries connected to: (a) appearing in class and not having enough subject knowledge; (b) contacts with teenagers and their parents; and (c) heavy workload and lack of time. The results give support to previous studies indicating that novice teachers would benefit from organized mentoring sessions during transition to working life, so as to make it smoother and less challenging.