Becoming a Professional: Experimenting with Possible Selves in Professional Preparation
By Matthew Ronfeldt, Pam Grossman. 2008
156 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/c11d141659d674c06e19cf34276d53e27cf3c0c7
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Citations in the corpus
- Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others (2010, background): “…in a process of self-fashioning that continually exerts influence on professional decisions (cf. Alsup, 2006; Freeman & Appleman, 2008) and on the beliefs, visions, and theories that guide teaching (Alsup, 2006; Olsen, 2008; Ronfeldt & Grossman, 2008; Sloan, 2006; Varelas, House, & Wenzel, 2005).”
- The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “Ronfeldt and Grossman ( 2008 ) postulate that during the transitional period when the pre-service teachers are becoming fully-fledged teachers, they have to struggle with identity issues.”
- More or Better Student Teaching (2012, background): “…“traditional,” and as maintaining the status quo in schools, sometimes running counter to more progressive beliefs and practices learned in university settings (Britzman, 1991; Feiman-Nemser & Buchmann, 1985; Hoy, 1968; Iannaccone, 1963; Ronfeldt & Grossman, 2008; Zeichner & Gore, 1990).”
- Reflecting on an ideal: student teachers envision a future identity (2010, background): “Similarly, Ronfeldt and Grossman ( 2008 ) draw on the notions of possible selves and provisional selves as aspects of professional identity.”
- Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “Therefore, this personal angle, I suggest, can provide a broader interpretive framework than the strictly professional one derived from an outsider perspective (e.g. Beijaard et al., 2004; Ben-Peretz et al., 2003; Coldron & Smith, 1999; Ronfeldt & Grossman, 2008).”