You are here:

Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
ARTICLE

TATE Volume 26, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.06.003

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.