Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase

By S. Chong, Ee Ling Low. 2009

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2ebc4cdcdf5f0d53375706cc5f34bb606d358b23

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Citations in the corpus

Beginning student teachers’ teacher identities based on their practical theories (2014, background): “An interesting question, however, is whether this implies that many student teachers enter teacher education to fulfil a mission or to answer a personal calling (cf. Chong and Low 2009).”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Among these are protective factors that include attributes such as altruism (Brunetti, 2006; Chong & Low, 2009), strong intrinsic motivation (Flores, 2006; Gu & Day, 2007; Kitching, Morgan, & O'Leary, 2009), perseverance and persistence (Fleet, Kitson, Cassady, & Hughes, 2007; Sinclair, 2008),…”
Emerging Professional Teacher Identity of Pre-service Teachers (2011, background): “Another study by Chong & Low (2008) showed intrinsic reasons to be the highest, followed by altruistic and then extrinsic reasons for entering into teaching in Singapore.”
Drawing Identity: Beginning Pre-Service Teachers' Professional Identities. (2015, background): “For example, it has been argued that the development of professional identity is a dynamic process (Day, Sammons, Stobart, Kington & Gu, 2007; Moore, 2004) and is often negotiated “through a rich and complex set of relations of practice” (Chong & Low, 2009, p. 70).”
‘I’m coming back again!’ The resilience process of early career teachers (2014, background): “Examples include strong intrinsic motivation (Chong & Low, 2009), vocational commitment (Gu & Li, 2013), sense of agency (Castro, et al., 2010), high self-efficacy (Kitching, Morgan, & O'Leary, 2009) and problem solving skills (Castro, et al., 2010) along with an enduring sense of optimism (Gu &…”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “…focused on teachers’ perceptions of and responses to different contexts such as the passage of time from pre-service to initial teaching positions (Chong & Low, 2009; Demetriou, Wilson, & Winterbottom, 2009; Flores, 2006; Freedman & Appleman, 2008; Goddard & Foster, 2001; Goddard & O’Brien,…”
Changing career and changing identity: how do teacher career changers exercise agency in identity construction? (2010, background): “Although there is increasing interest in the development of teacher identity, (Beauchamp and Thomas 2009; Chong and Low 2009; Day et al. 2005; Jephcote and Salisbury 2009) there has been very little empirical research carried out about the experiences of mid-career teachers, (Johnson et al. 2005) ”