Teacher Possible Selves: How Thinking about the Future Contributes to the Formation of Professional Identity

Autor:	Doug Hamman, Matthew C. Lambert, Leah E. Johnson, John Indiatsi, Fanni Liu Coward, Li Zhou
Rok vydání:	2013
Předmět:	Value (ethics) Incentive Teacher identity Pedagogy Identity (social science) Psychology General Psychology Period (music)
Zdroj:	Self and Identity. 12:307-336
ISSN:	1529-8876 1529-8868
DOI:	10.1080/15298868.2012.671955
Popis:	Researchers see the value of future-oriented thinking for teacher development. Inthis study, ten teacher candidates (Elementary = 1; Middle-level = 2; Secondary = 6; All-level = 1) from a large university in the southwestern United States were interviewed about their teacher “possible selves,” and the regulative role these had on learning-to-teach behaviors. We found that all participants regulated behaviors through the use of strategies; used future thinking to gather information about progress; and derived incentive about themselves as teachers. We also found that for many participants possible selves changed, in a relatively short period of time, in response to reflection, mentors and experiences. This work contributes to a growing body of evidence concerning the usefulness of teacher identity in thinking about teacher development.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::1826ef2ae907eba09d5429147d349927 https://doi.org/10.1080/15298868.2012.671955 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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