Profiles and change in beginning teachers' professional identity tensions

Pillen, MT Marieke; Brok, den Pj Perry; Beijaard, Douwe

doi:10.1016/j.tate.2013.04.003

Cited by 141 publications

(144 citation statements)

References 32 publications

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“…V kontextu vývoje identity výzkumy naznačují, že počáteční vývoj profesní identity učitele je formován představami o vyučování, které jsou tvořeny vlastními předchozími zkušenostmi v roli žáka a také obrazem učite-lů, s nimiž se studenti učitelství během školní docházky setkali (Chong & Low, 2009). Vliv předchozích zkušeností patří k širší skupině možných okolností, které při formování profesní identity začínajících učitelů (ale možná ještě více studentů učitelství) způsobují různě závažné tenze, k nimž patří například nesoulad mezi následováním svého cvičného (uvádějícího) učitele a hledáním své vlastní cesty (Pillen, den Brok, & Beijaard, 2013). Obdobně se v literatuře můžeme setkat také s označením dilemata v období raného vývoje učitele (např.…”

Section: Vývoj Identity: Tenze a Dilemata V Přechodech Z Role Studentunclassified

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Vlčková¹,

Lojdová²,

Lukás³

et al. 2015

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Section: Vývoj Identity: Tenze a Dilemata V Přechodech Z Role Studentunclassified

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Vlčková¹,

Lojdová²,

Lukás³

et al. 2015

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“…También es abundante, por su relevancia e impacto en el trabajo docente, la investigación sobre creencias de autoeficacia (Pajares, 1996) o sobre creencias epistemológicas (Brownlee, 2004). Por otra parte, el pensamiento del profesor es una cuestión clave en la investigación sobre su identidad profesional (Olsen, 2008, Masuda, 2012, un constructo complejo y dinámico, en el que influyen las creencias, junto con las características personales de los docentes, su historia de aprendizaje, sus experiencias y actitudes previas, sus competencias profesionales específicas, sus conocimientos disciplinares y habilidades pedagógicas, el contexto profesional y los colegas (Pillen, Den Brok & Beijaard, 2013). La identidad del profesor se basa en las creencias básicas que uno tiene acerca de la enseñanza y en las concepciones acerca de lo que significa ser maestro (Walkington, 2005).…”

Section: Introductionunclassified

Medida y evaluación de las creencias sobre la profesión de los maestros en formación

Muñoz

Miguel

2017

reifop

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ResumenLas creencias sobre la función docente deberían ser un tópico importante en los programas de formación inicial del profesorado por su impacto en la práctica profesional. El objetivo de esta investigación es aportar una medida, basada en auto--informe, y una aproximación evaluativa que permita inferir el efecto que la formación inicial tiene sobre ellas, mediante un diseño ex--post facto y trasversal. Con datos procedentes de 543 estudiantes de los Grados de Educación Infantil y Primaria de la UCM, se aportan evidencias de fiabilidad y validez y se jerarquizan con CART las creencias medidas según el cambio observado por cursos. Palabras claveCreencias; Identidad del profesor; Formación de profesores; Profesión docente. Measurement and assessment of beliefs about the profession at initial teachers´ training AbstractBeliefs about teaching should be an important topic in the programs of initial teacher training because of their impact on professional practice. The aim of this paper is to provide a measure based on self--report, and an assessment approach to discover the effect of initial training has on them, by an ex--post facto and cross design. With data from 543 students in Grades Early Childhood Education and Primary at UCM, evidence of reliability and validity are provided and beliefs are ranked with CART according to the change observed by courses.

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“…As early-career teachers negotiate the transition to the profession, they often confront a gap between their initially idealistic visions of themselves as teachers, and what they find to be realistic to achieve in practice (Beijaard, Meijer, & Verloop, 2004;Delamarter, 2015;Morrison, 2013). For Pillen, den Brok and Beijaard (2013c), the mismatch of personal expectations with the realities of the profession may even lead to a number of "professional identity tensions" (p. 88), or, as Delamarter (2015) explains, a professional identity "crisis" (p. 3). For Lauriala and Kukkonen (2005), this involves conflict between the interconnected dimensions of actual self, ought self and ideal self.…”

Section: Early-career Teacher Expectations a Significant Body Of Litmentioning

confidence: 99%

“…Johnson et al (2015) addressed the complexities of shaping a new professional identity, and even suggested that the dissonance that teachers experience during this transition leads to attrition. Feelings of isolation, insecurity and doubt can occur in response to identity conflicts (Pillen et al, 2013c) as well as a sense of losing oneself, or losing hope of becoming the type of teacher they had wanted to be (Alsup, 2006;Bullough, 2005;Gaudelli & Ousley, 2009). …”

Section: Attrition Teacher Effectiveness and Resiliencementioning

confidence: 99%

“…It is well-documented that when early-career teachers' expectations of their own performance are not met, they can experience feelings of helplessness when becoming aware of their shortcomings (Alsup, 2006;Day, Sammons, Stobart, Kington, & Gu, 2007;Flores & Day, 2006;Hong, 2010;Pillen et al, 2013c;Tait, 2008). Burnout, a stress-related process of exhaustion, depersonalisation and unaccomplishment (Maslach, 1993), has also been reported as very real possibility for early-career teachers who struggle to negotiate this tension (Chang, 2009;Friedman, 2000;Gallant & Riley, 2014;Schwarzer & Hallum, 2008).…”

Section: Attrition Teacher Effectiveness and Resiliencementioning

confidence: 99%

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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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Profiles and change in beginning teachers' professional identity tensions

Cited by 141 publications

References 32 publications

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Medida y evaluación de las creencias sobre la profesión de los maestros en formación

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

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