Professional identity creation: examining the development of beginning preservice teachers¿ understanding of their work as teachers
By Louise M. Sutherland, Sarah K. Howard, Lina Markauskaite. 2010
437 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/9de58a3a5fff1801d26248365860132778025aac
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Citations in the corpus
- Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, background): “…identity is often linked to the concept of self (e.g. Lipka and Brinthaupt 1999; Nias 1989), self-image (e.g. Beijaard 1995; Knowles 1992; Sutherland, Howard, and Markauskaite 2010), roles that teachers can take (e.g. Goodson and Cole 1994; Volkmann and Anderson 1998) or multiple…”
- The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “…construction by looking at the sites of teacher learning beyond university-based teacher development activities to incorporate various social and professional networks, such as book clubs (Kooy 2006) and online discussion forums (Sutherland, Howard, and Markauskaite 2010) into their curriculum.”
- A review of research on student teachers' professional identity (2013, background): “In the literature on STs’ identity, reflection is widely considered as a critical process in construction of teacher professional identity (Korthagen, 2004 ; Sutherland et al , 2010 ) and a means by which STs ‘construct their own learning through an interaction among their beliefs, their prior kn”
- Professional identity tensions of beginning teachers (2013, background): “The importance of reflection in relation to teachers’ professional identity development is stressed in the literature (Alsup, 2006; Ehrich et al., 2011; Sutherland et al., 2010).”