Teacher education and professional identity: tensions, continuities and discontinuities
This paper discussed the concept of professional identity in the light of existing international research literature on the topic. It presents the major findings from ongoing research aiming at understanding the ways in which student teachers look at the various components of the curriculum of initi...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2015 |
| Country: | Brasil |
| Institution: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repository: | Educação |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/15973 |
| Online Access: | https://revistaseletronicas.pucrs.br/faced/article/view/15973 |
| Access Level: | Open access |
| Keyword: | Professional identity. Student teachers. Teacher education. Identidade profissional. Alunos. Formação docente. Identidad profesional. Estudiantes. Formación del professorado. |
| Summary: | This paper discussed the concept of professional identity in the light of existing international research literature on the topic. It presents the major findings from ongoing research aiming at understanding the ways in which student teachers look at the various components of the curriculum of initial teacher education, particularly the role of practicum in the configuration of their professional identity as well as their motivations, beliefs and future perspectives about teaching and being a teacher. The paper ends with a reflection about the development of the professional identity in initial teacher education namely in terms of the understanding and questioning of beliefs, values and personal images about teaching and becoming a teacher and the training process as well as the(re)construction of knowledge, through reflection and inquiry about practice. |
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