Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

By D. Beijaard, N. Verloop, Jan D. Vermunt. 2000

1,196 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f5f8b2c5a8ce3a80002ca343679a9e675461d2e

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In Education

Citations in the corpus

The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching? (2009, background): “Teaching is an emotional practice (Hargreaves 2000 , 2005 ) as well as a cognitive and technical endeavour (Beijaard, Verloop, and Vermunt 2000 ).”
Professional identity tensions of beginning teachers (2013, neutral): “…by professional contexts, colleagues, or by teachers’ knowledge, skills and educational attitudes (e.g., Beauchamp & Thomas, 2009; GENERAL INTRODUCTION | 17 Beijaard et al., 2000; Beijaard et al., 2004; Cooper & Olson, 1996; Flores & Day, 2006; Hong, 2010; Olsen, 2010, 2011; Schepens et al., 2009).”
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “Beijaard, Verloop, and Vermunt (2000) investigated experienced secondary school teachers’ current and prior perceptions of their professional identities from a personal knowledge perspective.”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, methodology): “According to Beijaard et al. (2000) these three knowledge domains help to shape a teacher’s identity.”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “These perceptions have implications for the way cooperating teachers view teacher education (Beijaard et al., 2000).”
Extending the constructs of active learning: implications for teachers' pedagogy and practice (2011, background): “This shift potentially conflicts with a dimension of the teacher’s professional identity as being responsible for the transmission of knowledge, a metaphor which is still pervasive in educational discourses despite current commitments to constructivism (Beijaard et al. 2000; Alexander 2009).”