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Teacher identity development in the first year of teacher education: A developmental and social psychological perspective
ARTICLE

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TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The present study examined the development of teacher identity in a cohort of first year student teachers from a developmental and social psychological perspective, relying on Erikson's (1964) theory of identity development and Turner, Oakes, Haslam, and McGarty's (1994) self-categorization theory. As hypothesized, aspects of both personal identity development and social identity were significantly associated with higher teacher identity after controlling for several covariates. The findings have several implications for teacher education programs and point to the potential utility of applying well-researched psychological theory when examining the processes by which student teachers develop a professional teaching identity.

Citation

Friesen, M.D. & Besley, S.C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 23-32. Elsevier Ltd. Retrieved June 1, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 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.2013.06.005

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