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Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching
ARTICLE

, Department of Education ; , Department of Educational Psychology, United States

TATE Volume 56, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

A longitudinal study is presented of how students preparing to become teachers conceptualized teaching and developed their identities as teachers. Findings were that contextualized momentary switchings between student and teacher perspectives accompanied participants' understandings about teaching and their negotiation of the process of becoming a teacher. Dynamic processes involved in constructing conceptions of teaching and self-as-a-teacher unfolded across three semesters, culminating in a more professional identity at program's end. The study contributes to teacher preparation research by making connections among aspects of professional development and suggesting a model of learning to teach, grounded in participants' situated perspectives on teaching.

Citation

Lee, S. & Schallert, D.L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 56(1), 72-83. Elsevier Ltd. Retrieved March 19, 2024 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.2016.02.004

Keywords