Details

Autor(en) / Beteiligte

• Hamman, Doug
• Coward, Fanni
• Johnson, Leah
• Lambert, Matthew
• Zhou, Li
• Indiatsi, John

Titel

Teacher Possible Selves: How Thinking about the Future Contributes to the Formation of Professional Identity

Ist Teil von

• Self and identity, 2013-05, Vol.12 (3), p.307-336

Ort / Verlag

Hove: Taylor & Francis Group

Erscheinungsjahr

2013

Quelle

Taylor & Francis Journals Auto-Holdings Collection

Beschreibungen/Notizen

• Researchers see the value of future-oriented thinking for teacher development. Inthis study, ten teacher candidates (Elementary = 1; Middle-level = 2; Secondary = 6; All-level = 1) from a large university in the southwestern United States were interviewed about their teacher "possible selves," and the regulative role these had on learning-to-teach behaviors. We found that all participants regulated behaviors through the use of strategies; used future thinking to gather information about progress; and derived incentive about themselves as teachers. We also found that for many participants possible selves changed, in a relatively short period of time, in response to reflection, mentors and experiences. This work contributes to a growing body of evidence concerning the usefulness of teacher identity in thinking about teacher development.