Becoming a teacher: encouraging development of teacher identity through reflective practice
- 1 March 2005
- journal article
- other
- Published by Taylor & Francis Ltd in Asia-Pacific Journal of Teacher Education
- Vol. 33 (1), 53-64
- https://doi.org/10.1080/1359866052000341124
Abstract
Models of learning to teach recognize the important relationship between university and school settings. The roles that educators in each setting play in the development of effective beginning teachers are not discrete. Rather they complement and support one another. Building upon existing literature, and utilizing recent data, this paper challenges teacher educators to consider how pre‐service teacher core beliefs and perceptions affect the dynamics of learning to teach and the establishment of a teacher identity. To facilitate these, it is argued that a consultative mentoring model that acknowledges individuality is more effective in the growth of teacher identity than the more traditional supervision model that focuses mainly on socialization. Reflective practice is promoted as crucial and its development is the responsibility of all teacher educators—both at university and in the schools.Keywords
This publication has 3 references indexed in Scilit:
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- A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on InquiryReview of Educational Research, 1998