Tensions in Learning to Teach

By P. Smagorinsky, L. Cook, Cynthia J. Moore, A. Jackson, Pamela G. Fry. 2004

327 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a5e6eaa531ebd7088d93946240e854c91db242c9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. D. den Brok
2. Marieke Pillen
3. D. Beijaard
4. M. Izadinia
5. Maria Assunção Flores
6. Susan D. Martin
7. J. Hong
8. den Pj Perry Brok

In Sociology and Political Science

1. P. D. den Brok
2. den Pj Perry Brok
3. Marieke Pillen
4. J. Hong
5. D. Beijaard
6. M. Izadinia
7. Mt Marieke Pillen

Citations in the corpus

• Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “They experienced disequilibrium among different I-positions during the change, which confirms existing research that disequilibrium is considered essential for changes to occur (Posner et al. 1982; Pajares 1992; Smagorinsky et al. 2004).”
• Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education (2020, background): “a great deal of attention over the last decades (Flores 2001; Flores and Day 2006; Pillen, Beijaard, and den Brok 2013; Thomas and Beauchamp 2011, 2007; Hong 2010; Smagorinsky et al. 2004; Yuan and Lee 2016; Carrillo and Flores 2018).”
• The Twisting Path of Concept Development in Learning to Teach (2003, background): “Among these programs, the elementary program had a single conceptual emphasis that was stressed throughout the five methods courses and the debriefing sessions attendant to the accompanying 150 hours of field experiences that the students took the semester before student teaching (Cook et al., 2002;”
• Profiles and change in beginning teachers' professional identity tensions (2013, background): “(Hatch, 1993; Olsen, 2010; Smagorinsky et al., 2004)”
• Professional identity tensions of beginning teachers (2013, background): “…problems or dilemmas of beginning teachers and more and more researchers investigate teachers’ (professional) identity (development), research that is specifically focused on professional identity tensions of beginning teachers is rather scarce (Smagorinsky et al., 2004; Volkmann & Anderson, 1998).”