Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community

Harlow, Ann; Cobb, Donella J.

doi:10.14221/ajte.2014v39n7.8

Cited by 40 publications

(43 citation statements)

References 32 publications

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“…Pre-service teachers' practicum experiences are important for providing realistic understanding of what it means to be a teacher and for developing their teacher identity and beliefs (Harlow & Cobb, 2014;Philipp, Ambrose, Lamb, Sowder et al, 2007). Philipp et al (2007) reported that early practicum experiences where pre-service teachers identify and then debrief about children's mathematical thinking could improve their MCK.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Philipp et al (2007) reported that early practicum experiences where pre-service teachers identify and then debrief about children's mathematical thinking could improve their MCK. Others agree that pre-service teachers as early as first-year of their program need to develop professional knowledge, both for practice and in practice (Adoniou, 2013;Harlow & Cobb, 2014). Butterfield (2012) suggests programs designed to immerse pre-service teachers in practicum experiences that engage them in activities, focusing on the mathematics and areas of their mathematical difficulties will assist with developing their MCK.…”

Section: Literature Reviewmentioning

confidence: 99%

“…An example of such collaboration is a flexible integrated approach where pre-service teachers attended school-based tutorials at the school they completed their practicum, assisting development of their teacher identity (Harlow & Cobb, 2014). Turner's (2012) longitudinal study of beginning teachers in England identified that working with students and reflecting on classroom experiences assists development of MCK.…”

Section: Introductionmentioning

confidence: 99%

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Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Livy

Vale

Herbert

2016

AJTE

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Livy

Vale

Herbert

2016

AJTE

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“…Research in the field of initial teacher education has emphasised the importance of effective integration between coursework and practice (Hammerness, Darling-Hammond, Grossman, Rust, & Shulman, 2005) and of communities of practice coming together to establish shared goals and processes to support student teacher learning (Harlow & Cobb, 2014;Wenger, 1998). The part played by the mentor teacher within this partnership has received limited attention in the literature, however.…”

Section: Literature Reviewmentioning

confidence: 99%

Positions, storylines and speech acts: How five mentor teachers from EIT's Bachelor of Teaching (Primary) conceptualise their role in the partnership

Aitken

Corkery²,

Jones³

2017

Waikato Journal of Education

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“…In contrast to this are studies suggesting that practicum experiences are the point at which teachers begin to recognise a disharmony between their expectations of teaching and the reality of the profession (Cole & Knowles, 1993;Gaudelli & Ousley, 2009, Lee & Schallert, 2016Harlow & Cobb, 2014;Sutherland, Howard & Markauskaite, 2010). The six preservice teachers in Lee and Schallert's (2016) longitudinal study were certainly unrealistically optimistic, but some of their ideas about their own performance were initially confronted during their practicum placements and remained to be tested in their transition to their first teaching position.…”

Section: Adjusting Early-career Teacher Expectationsmentioning

confidence: 95%

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

Constantine¹

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iii AbstractThe early years of a teacher's career are often a site of tension, where long-standing beliefs about what it is to be a teacher are challenged. The images and ideals that teachers have of themselves -their "personal expectations" (Cole & Knowles, 1993) -have recognised implications for the development of a teacher's professional identity. Early-career teachers often confront a disparity between their personal expectations, and what they find to be realistic to achieve in practice. Understanding how early-career teachers adjust their personal expectations, whilst at the same time maintaining their commitment to the profession, is at the core of this narrative study.This study of four early-career teachers in Queensland seeks to address the following research questions: (1) how do teachers adjust their personal expectations during the early-career years? and (2) This study drew upon semi-structured interviews (Schuman, 1982;Seidman, 2013) in the data collection phase. Not only did the research method allow for depth in the responses, but also allowed for participants to engage in a process of ongoing reflection and engagement in the construction of the narrative. The analysis was guided by the narrative approach detailed by Clandinin and Connelly (2000), andConnelly and Clandinin (2006). The findings of the study are presented as narratives:individual, idiosyncratic stories of teachers' lives, experiences and expectations. Abstract ivThe findings of this study suggest that early-career teachers adjust their personal expectations gradually and with difficulty, and only through reflecting and acting upon their own professional experimentation. Importantly, the findings demonstrate that whilst feedback, collegial relationships and trial-and-error practices are critical for early-career teachers to develop more realistic expectations of themselves, retaining some aspects of their initial expectations allows them to maintain their ideological vision of themselves in a teaching role. This study provides considerable insight into the ways that teachers can be better prepared for their first years in the profession, and, as such, has implications for early-career teachers, school administrators, policymakers, and for universities. The findings suggest that encouraging early-career teachers to confront unrealistic personal expectations is critical in empowering them to shape strong professional identities.Abstract v

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Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community

Cited by 40 publications

References 32 publications

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Positions, storylines and speech acts: How five mentor teachers from EIT's Bachelor of Teaching (Primary) conceptualise their role in the partnership

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

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