Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums

Deng, Li; Zhu, Gang; Li, Guofang; Xu, Zhihong; Rutter, Amanda; Rivera, Héctor

doi:10.1007/s40299-018-0404-3

Cited by 53 publications

(53 citation statements)

References 33 publications

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“…The six students were faced with four dilemmas, namely: (1) tensions between classroom authority and caring, (2) acting as a member of the school community or as an outsider, (3) being an assistant or a real teacher, and (4) conflicting pedagogies with regard to different levels of the pupilsí performance. The study describes the gradual development of teacher students as professional teachers (Deng et al, 2018).…”

Section: Didactic Dilemmasmentioning

confidence: 99%

Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

Sundh

2020

Journal of Teacher Education for Sustainability

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Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.

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Section: Didactic Dilemmasmentioning

confidence: 99%

Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

Sundh

2020

Journal of Teacher Education for Sustainability

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“…En general, las indagaciones señalan que este es un proceso dinámico que suele cambiar bidireccionalmente entre el compromiso con la enseñanza y su sol como docentes, especialmente después de la experimentación de prácticas docentes (Zhang, Clarke y Lee, 2018). Al respecto, en un interesante estudio cualitativo llevado a cabo por Deng et al (2018), se encontró que en la práctica el desarrollo de la identidad docente de los estudiantes pasa por varias etapas: entusiasmo y ansiedad al comienzo de las prácticas de enseñanza, conmoción y vergüenza inmediatamente después de que el alumno haya enseñado, enfado y perplejidad en medio de la pasantía, impotencia y soledad hacia el final de las prácticas, y culpa y arrepentimiento después de la práctica docente. Además, los participantes se enfrentan a cuatro dilemas: (1) tensiones entre la autoridad del aula y la ética del cuidado, (2) actuar como un miembro de la comunidad o un extraño,…”

Section: Revisión De La Literaturaunclassified

Trayectoria de docentes que aprobaron el examen de selección para la carrera docente en el sureste de México

Cisneros-Cohernour

Castillo

Herrera

2021

RIDE

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Este presente estudio compara las diferencias de formación entre profesores que se graduaron de docencia o pedagogía en escuelas normales y aquellos que lo hicieron en distintos campos del conocimiento en otras instituciones de educación superior. Todos los participantes aplicaron al examen para obtener un puesto para trabajar en las escuelas públicas mexicanas. El objetivo del estudio fue determinar si las características y la trayectoria profesional de los profesores que aprobaron el examen del Sistema Profesional Docente son diferentes a las de los profesores que consiguieron su título en otras instituciones públicas o privadas. La metodología del estudio incluyó lo siguiente: (1) metaanálisis de las bases de datos del Centro de Evaluación Educativa de la Secretaría de Educación del Gobierno del Estado de Yucatán, y (2) una encuesta a 30 de los 43 maestros que participaron en la primera etapa del estudio. Con esta encuesta se procuró conocer las opciones de desarrollo profesional de los profesores después de tres años de aprobar el examen de docentes profesionales. Los resultados indican que hay tres grupos: aquellos que se graduaron de las escuelas normales, aquellos que se graduaron de otras instituciones de educación superior que buscan desarrollo profesional y otros que se graduaron de instituciones de educación superior que ingresaron recientemente al sistema y no tienen interés en el desarrollo profesional. Estos grupos tienen diferentes expectativas e intereses de desarrollo profesional.

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“…Therefore, one attempt that can be done in the context of this research-based is the investigation of how the science teachers at the beginning stage develop their identity as science teachers. As a matter of fact, several studies have been conducted to find out how this identity was constructed by novice teachers -teachers with teaching experience under three years (Losano et al, 2018;Ro, 2019), experienced teachers -teachers with teaching experience more than three years (Bukor, 2015;Marco-Bujosa et al, 2018;Martin, 2019), even student-teachers (Çetin & Eren, 2019;Chen & Mensah, 2018;Chong et al, 2011;Deng et al, 2018;Gracia et al, 2019;Gross & Hochberg, 2016;Leeferink et al, 2019;van Lankveld et al, 2016). It shows how the teacher identity develops through the career stage of becoming a physics teacher.…”

Section: Introductionmentioning

confidence: 99%

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

Purwaningsih

Suryadi

Munfaridah

2020

EURASIA J Math Sci Tech Ed

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The concept of teacher identity plays an important role in improving teacher professionalism. However, most studies related to teacher identity in Indonesia are still rarely disclosed, especially the identity of physics teachers. Through a case study design, we aim to explore the identity of a student-teacher in the context of the Indonesian physics teacher preparation program. The participant was a fourth-year student, Syahrul (pseudonym), who was taking an internship program. Data were collected through semi-structured interviews, learning observations, field notes, and document analysis, such as teacher syllabus, lesson plans, and students' worksheets. The results of this study reveal multi-layered perspectives of a physics student-teacher identity. We conclude that Syahrul's identity was constructed through rhetoric skills obtained from his involvement in student co-curricular activities such as involvement in a student organization formed by the university. Implications on physics teacher preparation programs are also discussed.

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Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums

Cited by 53 publications

References 33 publications

Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

Trayectoria de docentes que aprobaron el examen de selección para la carrera docente en el sureste de México

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

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