The role of experienced teachers in the development of pre-service language teachers' professional identity: Revisiting school memories and constructing future teacher selves. (March 2018)

• Record Type: Journal Article
• Authors: Rodrigues, Livia de Araujo Donnini; de Pietri, Emerson; Sanchez, Hugo Santiago; Kuchah, Kuchah
• Is Part Of: International journal of educational research. Volume 88(2018)
• Page Start: 146
• Page End: 155
• Publication Date: 2018-03
• Subjects: Language teacher cognition -- Teacher identity -- Preservice teacher education -- Critical perspective; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2018.02.002
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Negative experiences may have a positive effect on student teachers' development. Facing contextual contradictions allows for critical agency. Tensions between experienced and student teachers may lead to professional development. Temporality is a major reference to teachers' identity construction. 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.