Building Professional Identity during Pre-Service Teacher Education
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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana
2021-09-01
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| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://cepsj.si/index.php/cepsj/article/view/1070 |
| _version_ | 1818791102389420032 |
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| author | Gemma Torres-Cladera Núria Simó-Gil Laura Domingo-Peñafiel Vanesa Amat-Castells |
| author_facet | Gemma Torres-Cladera Núria Simó-Gil Laura Domingo-Peñafiel Vanesa Amat-Castells |
| author_sort | Gemma Torres-Cladera |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-18T15:06:01Z |
| format | Article |
| id | doaj.art-fab40063820b424f8805bc373266f7fa |
| institution | Directory Open Access Journal |
| issn | 1855-9719 2232-2647 |
| language | English |
| last_indexed | 2024-12-18T15:06:01Z |
| publishDate | 2021-09-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj.art-fab40063820b424f8805bc373266f7fa2022-12-21T21:03:46ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472021-09-01113355410.26529/cepsj.1070Building Professional Identity during Pre-Service Teacher EducationGemma Torres-CladeraNúria Simó-GilLaura Domingo-PeñafielVanesa Amat-CastellsThis 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.https://cepsj.si/index.php/cepsj/article/view/1070initial trainingpracticumteacher identitytutoringuniversity |
| spellingShingle | Gemma Torres-Cladera Núria Simó-Gil Laura Domingo-Peñafiel Vanesa Amat-Castells Building Professional Identity during Pre-Service Teacher Education Center for Educational Policy Studies Journal initial training practicum teacher identity tutoring university |
| title | Building Professional Identity during Pre-Service Teacher Education |
| title_full | Building Professional Identity during Pre-Service Teacher Education |
| title_fullStr | Building Professional Identity during Pre-Service Teacher Education |
| title_full_unstemmed | Building Professional Identity during Pre-Service Teacher Education |
| title_short | Building Professional Identity during Pre-Service Teacher Education |
| title_sort | building professional identity during pre service teacher education |
| topic | initial training practicum teacher identity tutoring university |
| url | https://cepsj.si/index.php/cepsj/article/view/1070 |
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