Becoming a teacher: encouraging development of teacher identity through reflective practice

By J. Walkington. 2005

487 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f26a9292994c250643e9cc777c72a2093b2cc65d

How researchers see this paper

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

In Education

In Sociology and Political Science

Citations in the corpus

Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “…their professional lives because beliefs mediate behaviour and self perception for the teacher (Korthagen, 2004; Van den Berg, 2002), which may in turn influence their teaching practice in the classroom and resilience in career decision-making (Kirk & Wall, 2010; Pajares, 1992; Walkington, 2005).”
A review of research on student teachers' professional identity (2013, unknown): “As Table 1 shows, researchers in this group drew upon different reflective activities such as reflection cycles/forums (Webb, 2005 ; Maclean & White, 2007 ; Sutherland et al , 2010 ), reflective writings/journals (Walkington, 2005 ; Cattley, 2007 ; Poulou, 2007 ), autoethnographies (Estola,”
Development of a tool to assess teachers’ level of reflective practice (2008, unknown): “Likewise, researchers have found that helping prospective teachers acknowledge, articulate, and challenge their beliefs enhances reflection (Boyd, Boll, & Brawner, 1998; Nais, 1987; Walkington, 2005; Wideen, Mayer-Smith, & Moon, 1998; Yost, Sentner, & Forlanza-Bailey, 2000).”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “In somewhat the same vein, but with a focus on the need for a mentoring relationship to be established by the supervising teacher, Walkington (2005) presents the idea that the development of a teacher identity in student teachers is dependent on the ongoing communication between the student and the…”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “The close connection between reflection and identity development has been noted in recent literature on teacher education (e.g. Freese, 2006; Korthagen, 2004; Walkington, 2005).”
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, methodology): “In the mentee role context, the mentee can be responsible for their own learning through the setting of goals, engaging in professional conversations and working alongside the mentor (Freeman, 2008; Kamvournias et al., 2007; Walkington, 2005a).”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “Existing literature often emphasises the importance of reflective inquiry in teacher education programme so that teacher identity is explicitly addressed (Walkington 2005; Freese 2006).”
Conceptualizing Teacher Identity as a Complex Dynamic System (2016, background): “…linear process of professional development, but rather one where “becoming” a teacher (Gomez, Black, & Allen, 2007) occurs in the interactions between teachers’ beliefs and values and the educational contexts in which they find themselves (Geijsel & Meijers, 2005; Walkington, 2005).”
The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships (2010, methodology): “However as a requirement of the professional placement as set by the university, mentors assess the functional competencies of the mentee (Walkington, 2005b).”