Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers

“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher

“…By this, stakeholders and policymakers need to consider the involvement of both formal and informal activities in preparing prospective physics teachers. This result is supported by findings from Andreasen et al (2019) that university collaboration predicts the development of teacher identity.…”

“…It is also important to understand students' initial knowledge (Lestari & Fauzi, 2019) in order to have a general overview of the students' abilities that can be used in planning the learning process. Andreasen et al (2019) emphasized that a teacher's understanding of his role in the learning process supports the development of identity as a teacher. Another factor that shapes Syahrul's identity within the framework of affinity identity is its relationship with others.…”

Finnish teacher educators’ preferences for their professional development – quantitative exploration

“…They found that professional development was mostly connected to collaboration with peers, a broadened theoretical knowledge base, the capability to connect theory with practice, and a deepening awareness of professional identity and their role as a teacher educator (Boei et al 2015). Furthermore, studies concerning teacher educators' professional development have shown a struggle with the competing demands of the university and school contexts (Mayer et al 2011) and various concerns by experienced teacher educators during their career (Van der Klink et al 2017) as well as by mentor teachers (Andreasen, Bjørndal, and Kovač 2019).…”

A visão dos estagiários sobre a docência a partir do estágio curricular supervisionado em Educação Física [The intern’s view about teaching at a school since the practicum in physical education]

“…Desta forma, no propósito de orientar os EEs para o tipo de professor que gostavam que eles viessem a ser, os participantes socorreram-se das suas características pessoais e dos seus entendimentos sobre a atividade docente, o ensino e o comportamento ético na profissão -i.e., das suas perspetivas de ensino. Andreasen, Bjørndal, & Kovač, (2019) acrescentam que as crenças individuais sobre o papel de orientador também preveem o desenvolvimento da identidade de PC. Neste âmbito, um legitimou a sua função de orientador em práticas pedagógicas mais diretivas, suportadas em estratégias de modelagem e na parte técnica e instrumental do papel, tal como a preparação e realização do ensino e a solidificação de um conhecimento pedagógico do conteúdo (Clarke & Jarvis-Selinger, 2005;Clarke et al, 2014); já o outro colocou em relevo estratégias de orientação edificadas na reflexão, na descoberta, na autonomia, na inovação e no estabelecimento de afinidades com os alunos, o núcleo de estágio, o grupo de Educação Física e a comunidade escolar em geral (Awaya et al, 2003;Fletcher, 2016).…”