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Originaltitel
Building professional identity during pre-service teacher education
ParalleltitelOblikovanje poklicnih identitet v okviru izobraževanja učiteljev
Autoren ; ; ;
OriginalveröffentlichungCEPS Journal 11 (2021) 3, S. 35-54
Dokument  (310 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)Lehrerausbildung; Hochschullehre; Berufliche Identität; Universität; Lehramtsstudent; Pädagogisches Handeln; Schulpraktikum; Kooperation; Schule; Mentor; Tutor; Interview; Gruppendiskussion; Spanien
TeildisziplinSchulpädagogik
Hochschulforschung und Hochschuldidaktik
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher’s professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftCEPS Journal Jahr: 2021
zusätzliche URLsDOI: 10.26529/cepsj.1070
StatistikAnzahl der Zugriffe auf dieses Dokument Anzahl der Zugriffe auf dieses Dokument
PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am11.10.2021
QuellenangabeTorres-Cladera, Gemma; Simó-Gil, Núria; Domingo-Peñafiel, Laura; Amat-Castells, Vanessa: Building professional identity during pre-service teacher education - In: CEPS Journal 11 (2021) 3, S. 35-54 - URN: urn:nbn:de:0111-pedocs-233497 - DOI: 10.25656/01:23349
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