‘Four years on, I’m ready to teach’: teacher education and the construction of teacher identities

By John Trent. 2011

125 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d11115a31de3da97d2a6e83e66bcdb8562ad61f1

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Citations in the corpus

Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “Others (e.g. Malderez et al., 2007; Olsen, 2008b, 2010; Trent, 2011) have also highlighted the importance of the relationship between teacher identity and prior personal experiences in pre-service teacher education.”
Professional identity tensions of beginning teachers (2013, unknown): “, 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; Trent, 2011; Volkmann & Anderson, 1998).”
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, background): “…(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 1996; Czerniawski 2011; Flores and Day 2006; Schepens, Aelterman, and Vlerick 2009; Trent 2011).”
Beginning student teachers’ teacher identities based on their practical theories (2014, background): “Teacher identity is widely acknowledged to play a significant role in teacher development (Rodgers and Scott 2008), and the concept of teacher identity has gained considerable attention in studies of contemporary education (see, e.g. Alsup 2006; Atkinson 2004; Cohen 2008; Day and Kington 2008; Trent”
The formation of English teacher identities: A cross-cultural investigation (2015, background): “The findings, consistent with the previous studies (Gu, 2011; Trent, 2011) that the teachers are found to free themselves from the social determinations through imagination, indicate that in the process of imagining of the future teaching, both groups exercise agency to construct a professional…”