The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study
The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the fiel...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2017-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01264/full |
| _version_ | 1818043710913380352 |
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| author | Hongyu Zhao Hongyu Zhao Xiaohui Zhang |
| author_facet | Hongyu Zhao Hongyu Zhao Xiaohui Zhang |
| author_sort | Hongyu Zhao |
| collection | DOAJ |
| description | The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies. |
| first_indexed | 2024-12-10T09:06:33Z |
| format | Article |
| id | doaj.art-9e2b4e839dcd4d3fae359828183d1c4c |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-10T09:06:33Z |
| publishDate | 2017-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-9e2b4e839dcd4d3fae359828183d1c4c2022-12-22T01:55:08ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-07-01810.3389/fpsyg.2017.01264275038The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods StudyHongyu Zhao0Hongyu Zhao1Xiaohui Zhang2Faculty of Psychology, Beijing Normal UniversityBeijing, ChinaHaidian Institute of Education SciencesBeijing, ChinaFaculty of Psychology, Beijing Normal UniversityBeijing, ChinaThe current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01264/fullfield teaching practiceinternshippre-service teacherprofessional identitymentor supportprofessional development |
| spellingShingle | Hongyu Zhao Hongyu Zhao Xiaohui Zhang The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study Frontiers in Psychology field teaching practice internship pre-service teacher professional identity mentor support professional development |
| title | The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study |
| title_full | The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study |
| title_fullStr | The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study |
| title_full_unstemmed | The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study |
| title_short | The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study |
| title_sort | influence of field teaching practice on pre service teachers professional identity a mixed methods study |
| topic | field teaching practice internship pre-service teacher professional identity mentor support professional development |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01264/full |
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