scholarly journals Mentoroppfølging i lektorutdanningen: Hvordan oppfølging ved en mentor kan bidra til en god studiestart for lektorstudenter

2019 ◽  
Vol 13 (1) ◽  
pp. 2
Author(s):  
Ida Katrine Riksaasen Hatlevik ◽  
Eli Lejonberg
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Identity Formation ◽  
Student Teachers ◽  
Teacher Identity ◽  
Teaching Profession ◽  
First Year ◽  
Student Dropout ◽  
Social Agenda ◽  
Collection Methods

Frafall blant studenter som er i starten av studiet, er en stor utfordring for lærerutdanninger, og det er få norske studier som har undersøkt tiltak som kan imøtekomme frafallsproblematikk. Artikkelen belyser hvordan mentoroppfølging av lektorstudenter kan bidra til en god start på studiene. Mentoroppfølgingen som undersøkes her, innebærer at studentene er delt inn i grupper etter fagkombinasjon og møtes tre ganger per semester. Gruppene ledes av en veilederutdannet lærer med samme fagbakgrunn og som har sitt primære virke i skolen. Artikkelen bygger på intervjuer med studenter og mentorer og to spørreskjemaundersøkelser blant studentene. Funnene indikerer at førsteårs lektorstudenter har et stort behov for tiltak som bidrar til at de blir kjent med andre lektorstudenter som følger samme studieløp, men at organisatoriske tiltak som skal bidra til sosial integrasjon, også bør ha et innhold som er relevant for utdanningens formål. Artikkelen bidrar med kunnskap om at oppfølging ved en mentor kan imøtekomme utfordringer førsteårsstudenter kan ha både med å bli del av et studiefellesskap og med å starte utvikling av læreridentitet. I tillegg kan mentoroppfølging få frem utdanningsinnholdets relevans tidlig i studiet. Dette er kunnskap som også kan ha overføringsverdi til andre lærerutdanningsprogram.Nøkkelord: lærerutdanning, mentoroppfølging, utvikling av læreridentitet, identitetsdanning, studieengasjement, studiemiljø, frafallMentoring in teacher education:How mentoring may contribute to a good startAbstractDropout among students at the beginning of their studies is a major challenge for teacher education programmes. Few Norwegian studies have investigated activities aimed at addressing dropout issues in teacher education. This article highlights how mentoring can provide student teachers with a good start in their teacher education. In the empirical setting examined here, mentoring implies that student teachers were divided into groups by subject, and they met with their mentors three times per semester. The mentors leading these groups were schoolteachers with mentor education, who were teaching similar subjects to those that the students were studying. The data collection methods included interviews with the student teachers at the end of their first year of teacher education and with their mentors, and two student surveys. This article contributes to the literature by providing knowledge of how the challenges students may face at the beginning of their studies, can be addressed by activities that not only have a social agenda but also include content that is educationally relevant. Our results show that the mentoring activities investigated in this study helped the student teachers by allowing them to get to know other first year student teachers taking the same subjects, by broadening their insights into the teaching profession and enabling them to start developing a teacher identity, as well as by clarifying the relevance of the educational content early in the programme. This knowledge may also have transfer value to other teacher education programmes.Keywords: teacher education, mentoring, teacher identity development, identity formation, student engagement, study environment, student dropout

scholarly journals Beginning Student Teachers’ Professional Identity

2021 ◽  
Vol 14 (1) ◽  
pp. 151-164
Author(s):  
Gregor STEINBEIß
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Working Environment ◽  
First Year ◽  
First Year Students ◽  
Ideal Teacher ◽  
Knowledge Based ◽  
Teacher Students

Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity

2019 ◽  
Vol 29 (1) ◽  
pp. 41-55
Author(s):  
Tami J. Draves
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teacher ◽  
School Senior ◽  
Music Teacher Identity ◽  
Beliefs About Teaching

The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. I recommend making preservice and cooperating music teachers more aware of teacher identity models and suggest activities to promote teacher identity development in music teacher education programs. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators.

scholarly journals Imagined future teacher self at the point of entry to teacher education

EduLingua ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 25-46
Author(s):  
Katalin Doró
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Future Teacher ◽  
First Year ◽  
Teacher Education Programs ◽  
Clear Understanding ◽  
Teacher Student ◽  
Point Of Entry ◽  
Pre Service Teacher

TA growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-related subjects. Results suggest that students are, nevertheless, able to envisage a surprising variability and detail in their essays that underwent mix-method analysis. The most commonly occurring traits were grouped under five larger themes, focusing on personality and teacher self, teacher-student interaction, classroom teaching abilities, becoming members of a community of teachers, and altruistic goals. These teacher selves are mostly realistic and positive, with a clear understanding of the dynamism that teacher identity is formed as on ongoing process. It is argued that learning about freshly admitted students’ views related to teaching serves as valuable information to enhance pre-service teacher education programs.

Research of Language Teacher Identity: Status Quo and Future Directions

RELC Journal ◽  
2020 ◽  
pp. 003368822096156
Author(s):  
Yuan Sang
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Identity Formation ◽  
Teacher Identity ◽  
Status Quo ◽  
Identity Status ◽  
Socialization Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Language Teacher Identity

After 20 years of study since researchers of second language teacher education have increasingly emphasized the importance of investigating L2 teachers’ mental lives, the research of language teacher identity has been flowering and providing intriguing insights to deepen the field’s understanding of how L2 teachers develop and learn to become teachers. While a sociocultural perspective of language teacher education speaks to the situated nature of teacher learning and language teacher identity development, this perspective has generated a growing body of literature that highlights the role of socialization in language teacher identity formation. Reviewing the important ideas and findings in the existing research, this article begins with a summary of theoretical conceptualizations of language teacher identity, and then examines the status quo of contemporaneous language teacher identity research. Next, it discusses the socialization process in language teacher identity development, and ends with further research directions for future studies.

scholarly journals Becoming a Language Teacher

2015 ◽  
Vol 9 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Anne Huhtala
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Identity ◽  
Personal Narratives ◽  
Working Life ◽  
Teaching Profession ◽  
Language Teachers ◽  
Subject Knowledge ◽  
Heavy Workload ◽  
Future Work

In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher identity and (b) teaching profession. They see teaching as meaningful and rewarding, but tell about worries connected to: (a) appearing in class and not having enough subject knowledge; (b) contacts with teenagers and their parents; and (c) heavy workload and lack of time. The results give support to previous studies indicating that novice teachers would benefit from organized mentoring sessions during transition to working life, so as to make it smoother and less challenging.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

Teacher Identity Development of Non-Education-Degree Individuals

2018 ◽  
pp. 287-312
Author(s):  
Tran Le Huu Nghia ◽  
Kien Trung Le
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Professional Identities ◽  
Education Programs ◽  
Teacher Identities ◽  
Teaching Competence ◽  
Future Selves ◽  
Education Degree

This chapter reports on the analysis of the narratives of two non-education-degree teachers to highlight the process of their teacher identity development. The analysis showed that their teacher identities were initially developed during their childhood, but then overshadowed by aspirations to have other professional identities; therefore, they did not enroll in teacher education programs. Upon graduation, they entered the teaching profession either accidentally or deliberately. Their teacher identities were shaped via active participation in teaching and professional development activities, and their ability to negotiate between their teaching competence and the practice required in the school. After their teacher identities were established, often by receiving a teaching qualification, they continued to develop their teacher identities by imagining and negotiating their teaching practices with their future selves. Generally, their teacher identity development involved a complex interaction of personal and contextual factors as well as much effort and resilience.

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