Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching
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- 作者：SoonAh Leea ; purebaby@jnu.ac.kr" class="auth_mail" title="E-mail the corresponding author ; Diane L. Schallertb ; dschallert@austin.utexas.edu" class="auth_mail" title="E-mail the corresponding author
- 关键词：Teacher identity ; Conception of teaching ; Preservice education
- 刊名：Teaching and Teacher Education
- 出版年：2016
- 出版时间：May 2016
- 年：2016
- 卷：56
- 期：Complete
- 页码：72-83
- 全文大小：815 K
文摘
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Teacher identity and teaching conceptions interacted as twin developmental processes.
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Conflicts between theory and practice or between one's ideals and reality were useful.
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Views of becoming new teachers and what teaching would entail grew more realistic.
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Learning to teach flowed from situated perspectives on teaching.
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Continual shifts in inward and outward foci accompanied preservice teachers' growth.