Student reflections on teacher identity development in a yearlong secondary teacher preparation program

Kaisa Hahl, Erin Mikulec

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers’ teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher’s passion for their own subject, were incremental in building confidence in one’s teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.
Original languageEnglish
JournalAustralian Journal of Teacher Education
Volume43
Issue number12
Pages (from-to)42-58
Number of pages17
ISSN0313-5373
DOIs
Publication statusPublished - Dec 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • professional development
  • pre-service teachers
  • teacher reflection
  • teacher identity

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