Rodrigues, LDAD, de Pietri, E, Sanchez, HS et al. (1 more author) (2018) The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves. International Journal of Educational Research, 88. pp. 146-155. ISSN 0883-0355
Abstract
This paper examines how student teachers perceive the role of more experienced teachers in fostering their pedagogical cultural identities (Burgess, 2016). It reports on a project within the ‘Programa Institucional de Bolsas de Iniciação à Docência’ (PIBID), a national programme in Brazil to promote teacher recruitment and encourage undergraduates to pursue a career in teaching. The study investigated in-school experiences of four pre-service teachers working in state schools located in peripheral urban areas in São Paulo. Specifically, it examined the ways these student teachers conceptualise their pedagogical contexts and related them to the concrete or symbolic presence of other experienced professionals. The findings are expected to support professional development and inform the revision of teacher education programmes in Brazil.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 Elsevier Ltd. This is an author produced version of a paper published in International Journal of Educational Research. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Language teacher cognition; Teacher identity; Preservice teacher education; Critical perspective |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 21 Sep 2018 10:59 |
Last Modified: | 07 Feb 2020 15:19 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.ijer.2018.02.002 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:136011 |
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