The impact of teaching practice experience in shaping pre-service teachers’ professional identities

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Entering into the teaching profession does not require a teacher’s interest alone. Instead, it involves the acquisition of skills and knowledge so as to become an effective teacher. In order to be well-prepared and to cope with the responsibilities at the school to which they will be posted after they graduate, pre-service teachers need to master all pertinent theories as well as how to put them into practice. This research aims to study those factors that impact upon the development of student teachers’ professional identities. The research participants were three pre-service teachers who were undergoing teaching practice in three secondary schools. The data was generated through semi-structured interviews and the analysis was done using thematic analysis. The findings indicate that among the factors mentioned, the factor of students was the most significant. Other factors included assistance from mentors, supervisors and colleagues. This paper discusses the implications of these findings on the importance of surrounding factors in schools in shaping student teachers’ identities.

Original languageEnglish
Pages (from-to)1921-1927
Number of pages7
JournalMediterranean Journal of Social Sciences
Volume5
Issue number20
DOIs
Publication statusPublished - 1 Sep 2014

Fingerprint

teaching practice
teacher
student teacher
experience
school
secondary school
assistance
profession
graduate
responsibility
Pre-service Teachers
Professional Identity
Teaching
Professional identity
interview
Factors
student
Mentor
Responsibility
Secondary School

Keywords

  • Mentoring
  • Pre-service teachers
  • Professional development
  • Professional identity

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)
  • Economics, Econometrics and Finance(all)

Cite this

The impact of teaching practice experience in shaping pre-service teachers’ professional identities. / Khalid, Fariza.

In: Mediterranean Journal of Social Sciences, Vol. 5, No. 20, 01.09.2014, p. 1921-1927.

Research output: Contribution to journalArticle

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