Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum
Bibliographic Data
| ID | 21479673 |
|---|---|
| Authors | Constanze Weise (0000-0003-2491-554X, Departament de Psicologia Básica, evolutiva i de L’educació, Universitat Autónoma de Barcelona, corresponding author), Paulina Rojos Sasso (Departament de Psicologia Básica, evolutiva i de L’educació, Universitat Autónoma de Barcelona) |
| Year | 2024 |
| Volume | 47 |
| Issue | 4 |
| Pages | 768-795 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL) |
| Journal identifiers | ISSN: 0210-3702 • E-ISSN: 1578-4126 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02103702241286402 |
| OpenAlex | W4403679262 |
| Language | ES |
| Citations received | 1 |
| References cited | 42 |
The process of becoming a teacher is complex and involves enormous challenges for student teachers. Without a doubt, among the most decisive ones is the initiation into professional practice during the practicum. This qualitative interpretive study analyses the practicum reports (narratives) of 15 primary education students from the Dialogical Self Theory. The study seeks to identify the voices that nourish their professional identity, the I-positions (I-p) that arise when coping with critical incidents (CI) experienced during the practicum, and analyse how the different I-ps contribute to an agential transition of the identity from student to teacher. The results point out that the significant voices that nourish the identity of the students in training come from teachers and family members. When confronting CIs, the I-p of I-student predominated, and difficulties are experienced in deploying other professional I-ps. These also highlight the contribution of different I-ps towards the development of the students’ identity-agency, particularly of the I-p of I-future-teacher (possible self). The study offers relevant information for understanding how the student–teacher transition occurs and for reorienting practices towards identity development
Aesthetics · Art · Humanities · Pedagogy · Practicum · Educational Practices and Policies · Educational theories and practices · Higher Education Teaching and Evaluation · Psychology
Dialogical Self Theory
The Content Analysis Guidebook
Content Analysis
What is agency? Conceptualizing professional agency at work
The development of student teachers’ professional identity
The Construction and Reconstruction of a Dialogical Self
Teacher Education And The Development Of Professional Identity
Education and dialogical self
Acting as accountable authors
Professional identity creation
Professional development through reflection in teacher education
Using possible-selves theory to understand the identity development of new teachers
The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation
Patterns in critical incidents
A dialogical approach to conceptualizing teacher identity
Reconsidering research on teachers’ professional identity
Developing pre-service teachers' professional knowledge of teaching
Identity, agency and community
Student teachers' positioning with regard to their key learning experiences in the first practicum
A qualitative method for analysing multivoicedness
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |