Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities
Bibliographic Data
| ID | 22046005 |
|---|---|
| Authors | Catarina Amorim (0000-0002-9538-2333, University of Coimbra, corresponding author), Elsa Maria Ferro Ribeiro-Silva (0000-0002-3688-2960, University of Coimbra) |
| Year | 2024 |
| Volume | 14 |
| Issue | 2 |
| Pages | 167 |
| Publication date | 2024-02-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14020167 |
| OpenAlex | W4391542490 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves
Mathematics education · Pedagogy · Perception · Professional development · Teacher education · Diverse Music Education Insights · Physical Education and Pedagogy · Psychology · Teacher Education and Leadership Studies
Examining the Implications of Islamic Teacher Education and Professional Learning
The promise of a strong beginning and the reality of pre-service teachers’ professional experience learning
Examining attributes of preservice teachers’ vulnerability
Preservice physical education teachers’ perceptions of initial teacher education
APA handbook of research methods in psychology, Vol 2
Toward a Model of Teacher Socialization in Physical Education
Occupational Socialization and the Design of Teacher Education Programs
The Socialization of Teachers in Physical Education
Physical education teacher education in Norway
The School Sport Co-ordinator Programme
Reconstructing a supervisory identity
Becoming a physical education teacher during formalised school placement
School–university partnerships and physical education teacher education student learning
The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers
Teaching practice
Motivations and profiles of cooperating teachers
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
Mentoring of new teachers as a contested practice
Using thematic analysis in psychology
Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice
Practicum in Physical Education Teacher Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |