Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
TATE Volume 26, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd
This study explores different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. Teachers’ professional identity was further broken down into six factors: value, efficacy, commitment, emotions, knowledge and beliefs, and micropolitics. This study employed mixed-methods which included 84 participant surveys, and 27 interviews from four groups of participants at different stages of teaching. The findings of this study showed that pre-service teachers tended to have naïve and idealistic perceptions of teaching, and dropout teachers showed most emotional burnout. Implications for improvement of teacher education and retention of beginning teachers are discussed.
Hong, J.Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education: An International Journal of Research and Studies, 26(8), 1530-1543. Elsevier Ltd.
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Katheryn Shannon & Theresa Cullen, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, OK, United States
International Journal of Mobile and Blended Learning Vol. 8, No. 2 (April 2016) pp. 35–43
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