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

Kaisa Hahl, Erin Mikulec

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
TidskriftAustralian Journal of Teacher Education
Volym43
Utgåva12
Sidor (från-till)42-58
Antal sidor17
ISSN0313-5373
StatusPublicerad - dec 2018
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här

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Student reflections on teacher identity development in a yearlong secondary teacher preparation program. / Hahl, Kaisa; Mikulec, Erin.

I: Australian Journal of Teacher Education, Vol. 43, Nr. 12, 12.2018, s. 42-58.

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

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