Overarching professional identity themes in student teacher workplace learning

This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was d...

Full description

Saved in:
Bibliographic Details
Published inTeachers and teaching, theory and practice Vol. 25; no. 1; pp. 69 - 89
Main Authors Leeferink, Han, Koopman, Maaike, Beijaard, Douwe, Schellings, Gonny, L. M.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2019
Taylor & Francis Ltd
Subjects
(dis)continuous learning
Foreign Countries
Learning
learning from experiences
Learning Processes
narrative analysis
Professional Development
Professional Education
Professional Identity
Student Centered Learning
Student Experience
Student Teachers
Teaching
Teaching Methods
Undergraduate Students
Workplace Learning
Netherlands
Online AccessGet full text

Cover

More Information
Summary:This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers' professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2018.1527762