Supporting emerging teacher identities: can we identify teacher potential among students?

被引：18

作者：

Lofstrom, Erika ^{[1
]}

Poom-Valickis, Katrin ^{[3
]}

Hannula, Markku S. ^{[2
]}

Mathews, Samuel R. ^{[4
]}

机构：

[1] Univ Helsinki, Inst Behav Sci, Ctr Res & Dev Higher Educ, Helsinki, Finland

[2] Univ Helsinki, Dept Teacher Educ, Helsinki, Finland

[3] Tallinn Univ, Inst Sci Educ, Tallinn, Estonia

[4] Univ W Florida, Dept Psychol, Pensacola, FL 32514 USA

来源：

EUROPEAN JOURNAL OF TEACHER EDUCATION | 2010年 / 33卷 / 02期

关键词：

teacher education; 3+2 model; teacher identity; academic self-efficacy; beliefs about teacher expertise; SELF-EFFICACY BELIEFS; PERCEPTIONS;

D O I：

10.1080/02619761003631831

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self-efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students' continued interest in and entry to teacher education and the teaching profession.

引用

页码：167 / 184

页数：18

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