The development of student teachers’ professional identity

By Carl Lamote, N. Engels. 2010

399 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8206e6bccdb09c1a34226b2feb3e2b440f22e393

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In Education

Citations in the corpus

Beginning student teachers’ teacher identities based on their practical theories (2014, background): “As with the findings of Lamote and Engels (2010), student teachers have a strong pupil-oriented approach at the beginning of their teacher education, where they emphasise the moral nature of teaching and the orchestration of teaching in order to promote pupils’ learning.”
Professional identity tensions of beginning teachers (2013, background): “Several researchers have tried to conceptualise and characterise teachers’ professional identity (e.g., Akkerman & Meijer, 2011; Beijaard, 1995; Lamote & Engels, 2010; Mockler, 2011; Rodgers & Scott, 2008), and how teachers develop this identity (e.g., Coldron & Smith, 1999; Czerniawski, 2011;…”
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, background): “Some teachers, especially those in the first few years of the profession, may see the controlling style as more ‘‘realistic’’ (Lamote and Engels 2010; Woolfolk and Hoy 1990).”
Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives (2012, background): “Providing opportunities for reflection in teacher education is one of the most important tasks in supporting the development of teacher identity, and as Lamote and Engels ( 2010 ) suggest, supporting students’ emerging professional identity from the beginning of teacher education is vital.”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “It has been shown that the PBL approach provides inexperienced teachers with varied and valuable learning experiences and supports their professional and personal development (Tsybulsky & Muchnik-Rozanov, 2019).”
A review of research on student teachers' professional identity (2013, background): “For instance, in Lamote and Engels’s ( 2010 ) three-year study changes in indicators of STs’ professional identity, namely professional orientation, task orientation, self-efficacy and commitment to teaching, were investigated and significant changes were reported in some.”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “Additionally, it has significant consequences for the performance of student teachers in the classroom, their progression and growth in the teaching profession, as well as for the type of teacher they become (Ashforth and Saks 1996 ; Flores and Day 2005 ; Hargreaves 1992 ; Krecic and Grmek 2008 ”
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, neutral): “…several researchers have tried to conceptualise and characterise teachers ’ professional identity (e.g. Akkerman and Meijer 2011; Beijaard 1995; Lamote and Engels 2010; Mockler 2011; Rodgers and Scott 2008) and how teachers develop this identity (e.g. Coldron and Smith 1999; Cooper and Olson…”