Detail Pedagogies of Developing Teacher Identity (Advances in Research on Teaching) Bibliografi Author: Meijer, Paulien C. ; Oolbekkink, Helma W. ; Pillen, Marieke ; Aardema, Arnoud Topik: Teachers’ professional identity; identity development; key incidents; professional identity tensions; subject autobiography Bahasa: (EN )    ISBN: 978-1-78441-136-7    Edisi: Volume 22     Penerbit: Emerald Group Publishing Limited     Tempat Terbit: United Kingdom    Tahun Terbit: 2014     Jenis: Article - diterbitkan di jurnal ilmiah internasional Fulltext: PEDAGOGIES OF DEVELOPING Teacher Identity.pdf (273.4KB; 3 download) [Informasi yang berkaitan dengan koleksi ini di internet] Abstract Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers’ professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers’ and beginning teachers’ professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have “key incidents” in student teachers’ development as focus point. Second, we report on the “subject-autobiography,” in which student teachers describe and develop how their identity is shaped in relation to the subject they (learn to) teach. Third, we describe the “at-tension” program, which teachers follow during their first year of teaching, and which focuses particularly on the professional tensions that they experience in their first year of teaching, and how they personally and professionally deal with socialization in the school context. Together, these pedagogies reflect our view that professional identity development is underlying the entire teacher education program. This view implies that only a combination of various-focus pedagogies enables student teachers to develop a full-fledged professional identity. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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