Becoming a teacher: Coordinating past,present, and future selves with perspectival understandings about teaching |
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| Institution: | 1. Department of Education, 77 Younbong-ro, Buk-gu, Chonnam National University, Gwangju, 61186, Republic of Korea;2. Department of Educational Psychology, SZB 506F, University of Texas, Austin, TX 78712, USA;1. Department of Global Freedom, Woosong University, 196-5 Jayang Dong, Dong-gu, Daejeon 34514, South Korea;2. Department of English & Linguistics, University of Otago, PO Box 56, Dunedin 9054, New Zealand;1. University of Texas at Austin, United States;2. Fu-Jen Catholic University, Taiwan;1. Shanghai University of Finance and Economics, Shanghai, China;2. Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, China;1. Utrecht University, Department of Education, The Netherlands;2. Radboud University Nijmegen, Radboud Teachers’ Academy, The Netherlands |
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| Abstract: | A longitudinal study is presented of how students preparing to become teachers conceptualized teaching and developed their identities as teachers. Findings were that contextualized momentary switchings between student and teacher perspectives accompanied participants' understandings about teaching and their negotiation of the process of becoming a teacher. Dynamic processes involved in constructing conceptions of teaching and self-as-a-teacher unfolded across three semesters, culminating in a more professional identity at program's end. The study contributes to teacher preparation research by making connections among aspects of professional development and suggesting a model of learning to teach, grounded in participants' situated perspectives on teaching. |
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| Keywords: | Teacher identity Conception of teaching Preservice education |
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