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Professional Identities in Initial Teacher Education The Narratives and Questions of Teacher Agency
Author
Title
Professional Identities in Initial Teacher Education [electronic resource] : The Narratives and Questions of Teacher Agency / by Denise Mifsud.
ISBN
9783319761749
Publication
Cham : Springer International Publishing : Imprint: Palgrave Macmillan, 2018.
Physical Description
1 online resource (IX, 234 p.)
Local Notes
Access is available to the Yale community.
Access and use
Access restricted by licensing agreement.
Summary
This book explores the perception, construction and performance of professional identities in initial teacher education (ITE). Drawn from a collection of narrative data from postgraduate students, the author explores these topics through school placement, career choice motivations, the attractiveness of the teaching profession, the presentation of personal and professional selves, and professional standards. The findings of this study can be applied across both European and global dimensions. The use of narrative methodology for data collection, in addition to the implementation of various theoretical frameworks, ensures that the book holds a wide appeal. Interweaving theory with personal experiences, this reflective book will appeal to students and scholars of ITE, as well as early career researchers and practitioners.
Variant and related titles
Springer ebooks.
Other formats
Printed edition:
Format
Books / Online
Language
English
Added to Catalog
May 09, 2018
Contents
Chapter 1. Setting the Stage for Student Teacher Identities in Initial Teacher Education
Chapter 2. Initial Teacher Education and Its Representation in Literature: Global Policy Narratives
Chapter 3. The Attractiveness of the Teaching Profession and Possible Links to Career Choice Motivations. - Chapter 4. Always Wanted to Become a Teacher Because…Exploring Career Choice Motivations from the Lens of Actor-Network Theory
Chapter 5. Who Am I? Student Teachers and Their Narratives of Identity Perception, Construction and Performance
Chapter 6. The Presentation of Personal and Professional Selves: A Goffmanesque Perspective of Student Teachers’ Identity Crises
Chapter 7. Exploring the Role of School Placement from a Foucauldian Perspective: The Theory-Policy-Practice Divide
Chapter 8. Professional Standardization and Teacher Agency? What Space for Leadership Development? Chapter 9. Concluding Remarks.
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