Student teachers' professional identity formation: between being born as a teacher and becoming one

229 citations recorded by the source corpus.

How researchers see this paper

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

Professional identity tensions of beginning teachers (2013, background): “Researchers who study teachers’ professional identity seem to agree that professional identity is not a stable entity, but rather a continually changing, dynamic, active and ongoing process, developing over time and influenced by the teacher’s own personal characteristics, learning history, and prio”
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, unknown): “…(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).”
Discourses of the Early Years Learning Framework: Constructing the Early Childhood Professional (2011, background): “Teacher identity is seen as a major determinant of how teachers teach and their development as professionals, and it impacts on intentions to leave the profession (Schepens et al, 2009).”