Teaching and teacher education, 2010-10, Vol.26 (7), p.1349-1361
2010
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Details
- Autor(en) / Beteiligte
- Titel
- Using possible-selves theory to understand the identity development of new teachers
- Ist Teil von
- Teaching and teacher education, 2010-10, Vol.26 (7), p.1349-1361
- Ort / Verlag
- Elsevier Ltd
- Erscheinungsjahr
- 2010
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers ( n = 221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the “how” of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0742-051XeISSN: 1879-2480DOI: 10.1016/j.tate.2010.03.005Titel-ID: cdi_proquest_miscellaneous_754141841
- Format
- –
- Schlagworte
- Beginning Teachers, Classroom Techniques, Goal Orientation, Goals, Identity, Identity formation, Interpersonal Relationship, Interpersonal relationships, Possible-selves theory, Preservice Teacher Education, Preservice Teachers, Self Concept, Student Attitudes, Teacher Attitudes, Teacher Characteristics, Teacher development, Teacher identity, Teacher preparation, Teacher resilience, Teachers, Theories, Unity