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서지반출
The Emerging Professional Teacher Identity of Early Childhood and Foundation Phase Pre-service Teachers: Implications for Teacher Education Programmes
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  • The Emerging Professional Teacher Identity of Early Childhood and Foundation Phase Pre-service Teachers: Implications for Teacher Education Programmes
  • The Emerging Professional Teacher Identity of Early Childhood and Foundation Phase Pre-service Teachers: Implications for Teacher Education Programmes
저자명
Rita Chikoko, Thabo Msibi
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2020년|14권 2호(통권34호)|pp.53-76 (24 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.46MB)
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유아교육학
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서지반출

영문초록

Professional teacher identity is an important element in teaching. A teacher who rightfully identifies with teaching can be capable of helping learners achieve. Professional teacher identity needs to be addressed starting from pre-service level for preparation of effective teachers. This paper explores how Early Childhood Development and Foundation Phase (ECD and FP) pre-service teachers in South Africa construct professional teacher identity. A qualitative study in which six pre-service teachers participated was used. Using propositions from Bourdieu’s habitus theory and Wenger’s community of practice theory, pre-service teachers ‘narratives were analysed to find out how they construct professional teacher identity. From the findings, they constructed professional teacher identity using dispositions influenced from their personal histories, personal attributes (beliefs and values), prior experiences and teacher education. These findings have implications for teacher education programmes.

목차

Introduction
Theoretical Framework
Method
Findings
Discussion
Conclusion

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