A closer look at the role of mentor teachers in shaping preservice teachers' professional identity
Datos Bibliográficos
| ID | 12083000 |
|---|---|
| Autores | Mahsa Izadinia (0000-0002-9800-5728, Edith Cowan University, autor de correspondencia) |
| Año | 2015 |
| Volumen | 52 |
| Páginas | 1-10 |
| Fecha de publicación | 2015-08-13 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Teaching and Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2015.08.003 |
| OpenAlex | W1159094888 |
| Idioma | EN |
| Citas recibidas | 64 |
| Referencias citadas | 53 |
Identity (music · Pedagogy · Professional development · Student teacher · Teacher education · Collaborative Teaching and Inclusion · Diverse Music Education Insights · Psychology · Teacher Education and Leadership Studies
Teachers’ Professional Identity Construction
Understanding teacher identity in teachers' professional lives
The expectations-reality dissonance in student teaching
Inconvenient truth? How different mentoring approaches impact student–teacher identity development
How mentor teachers and emotions influence professional identity and career decisions of preservice preschool teachers
Association Among Emotional Intelligence and Job Satisfaction of University Teachers in District Charssada, Khyber Pakhtunkhwa, Pakistan
The relationship between teacher professional identity and burnout amid the pandemic
Profiles of Teacher Professional Identity Among Student Teachers and Its Association With Mental Health
The Responsive Teacher Formation Framework (RTFF)
Exploring the Role Children’s Literature Plays in Preservice Teachers’ Curriculum-Making Capabilities
Professional Development and Teacher Research in Initial Teacher Education
Examining the Effect of the Public Funded Teacher Education Program Through a Comparison Between Ordinary and Public Funded Student Teachers
An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience
The art of ‘being positive’
Exploring the self-perceived expertise-development of mentor teachers of newly qualified teachers during a professional development programme in teacher teams
Faculty competences development components
Preservice teachers’ professional identity
Teacher professional identity development through digital stories
Building teacher knowledge and identity– career changers ́ transition into teaching through a short teacher education programme
Development of teacher professional identity
Four spheres of student-teachers’ professional identity formation through learning about curriculum development
Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
‘Those who fail should not be teachers’
Closing the gap of teacher professional identity in student teachers between coursework learning and teaching practice
Two semiotic mechanisms that support the construction and development of professional teacher identity during a peer collaboration activity
Exploring pre-service teachers’ beliefs and practices in a Macau English language teacher education program
Learning and exploring teacher identity
The role of pre-service education and school climate on teacher identity
Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement
How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands‐resources model
Preservice teachers as curriculum creators
Navigating the Roles of the School-Based Teacher Educator
The impact of role modeling on the professional identity of pre-service teachers
The other in the self
Socialization of a student teacher on teaching practice into the discursive community of the classroom
Preservice teachers’ implementation of formative assessment in English writing class
Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation
We are mentoring more often
English Language Teacher Educators’ critical professional identity constructions and negotiations
Professional identity of pre-service physical education and sports teachers and the role of mentor teachers
A Teacher’s Personal-Emotional Identity and its Reflection upon the Development of his Professional Identity
An international comparative study of practicum mentors
Two sides of a coin
An emerging taxonomy explaining mentor-teachers’ role in student-teachers’ practicum
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university
Roles, relationships, and experiences among the stakeholders in the teaching practice in Malawi
Reimagining trainee teacher practicum experiences in Turkish K-12 schools
The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity
When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education
Preservice teacher professional commitment
Exploring discursive patterns in post-lesson mentoring conversations
Preservice secondary subject teachers incorporating movement integration into classroom practice
A good news story
Pre-service teachers in Türkiye in the framework of attitude towards the teaching profession, school belonging, and motivation
Decisions to enter and continue in the teaching profession
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
The role of mentoring expertise in school-based teacher educator recruitment
The role of sociocultural mediational tools in EFL teachers’ development
Teacher digital identity divergences
Funds of Professional Identity in Language Teacher Education
Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice
Reframing High-Quality Mentoring
Paired for Success
How Research Sheds Light on the Pivotal Role of Mentors in Teacher Preparation
Is There Really a Teacher Shortage?
Understanding teacher identity
International Handbook of Research on Teachers and Teaching
The Research Act
Fourth-Generation Evaluation
A review of research on student teachers' professional identity
Negotiating Professional Identities in Teacher Education
Mentor Teachers in Turkish Teacher Education Programs
Interactions between preservice and cooperating teachers and knowledge construction during post-lesson interviews
Constructing a new professional identity
Establishing professional relationships in practicum settings
Teacher identity development in the first year of teacher education
Accessing practical knowledge
The roles of the cooperating teacher and university supervisor in learning to teach
Sexuality, schooling, and teacher identity formation
Getting the story, understanding the lives
Every experience is a moving force”
Profiles and change in beginning teachers' professional identity tensions
Borders to cross
Reconsidering research on teachers’ professional identity
The Relationship Between Specific and Global Evaluations of Self
The personal and professional selves of teachers
The Research Act
The Test of Time
Youth mentoring
Caring for Teacher Emotion
Navigating the Terrain of Third Space
In search of the essence of a good teacher
Student teachers' beliefs about mentoring and learning to teach during teaching practice
Clinical Supervision in a Standards-Based Environment
Tensions in Learning to Teach
Teacher Mentoring and Teacher Retention
| Obras citantes distintas | 64 |
|---|---|
| Citas por año | 7,11 |
| Intervalo de citas | 2017 - 2026 (10) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 63 |