Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers

By M. Samuel, D. Stephens. 2000

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THE TEACHER’S ROLE AND PROFESSIONAL DEVELOPMENT (2018, background): “Therefore, many authors (Kagan, 1992; Samuel and Stephens, 2000; Rodrigues et al., 2018). emphasize the importance of quality education in the shaping expectations and the idea of their role.”
Reconsidering research on teachers' professional identity (2004, background): “Second, the purpose of some other studies was to describe the tension between person and context in the process of professional identity formation: Coldron and Smith (1999) did this from a theoretical point of view and Samuel and Stephens (2000) from a practical point of view.”
The development of student teachers’ professional identity (2010, background): “Teaching dilemmas, conflicting expectations, feelings of inadequacy (Volkmann and Anderson 1998), tensions between one’s expectations and what one can achieve (Samuel and Stephens 2000) or success and a sense of achievement have an impact on professional identity.”
A review of research on student teachers' professional identity (2013, background): “For example, Samuel and Stephens ( 2000 ), which was classified into the category of Context, appeared to partially belong to (Prior) Experiences at the same time.”