Student teachers' positioning with regard to their key learning experiences in the first practicum
Bibliographic Data
| ID | 5316656 |
|---|---|
| Authors | Mireya Giralt Romeu (0000-0003-0097-4457, Universitat Ramon Llull), Eva Liesa (0000-0002-9533-3689, Universitat Ramon Llull), Eva Liesa Hernández, Paula Mayoral Serrat, Paula Mayoral (0000-0002-8667-0560, Universitat Ramon Llull), L Becerril (0000-0001-6357-1300, Universitat Oberta de Catalunya), Lorena Becerril Balín |
| Year | 2020 |
| Volume | 22 |
| Issue | 2 |
| Pages | 1570 |
| Publication date | 2020-08-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Quaderns de Psicologia (JOURNAL) |
| Journal identifiers | ISSN: 0211-3481 • E-ISSN: 2014-4520 |
| Publisher | Autonomous University of Barcelona (PUBLISHER • ES) |
| DOI | 10.5565/rev/qpsicologia.1570 |
| OpenAlex | W3082895056 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, and diversity. Two kinds of positions were adopted by them when they faced these experiences: I as a student and I as a teacher. They posi-tioned as students when they focused their attention on observing educational practices and fully and unreservedly accepting their mentors’ strategies and they positioned as teachers when they acted and made decisions with autonomy and applied the theoretical knowledge acquired. The difficulties students face in positioning themselves as teachers were found to relate to all the key learning ex-periences except for those connected to do with classroom instruction.
Autonomy · Diversity (politics) · Key (lock) · Mathematics education · Pedagogy · Practicum · Socialization · Sociology · Computer Science · Educator Training and Historical Pedagogy · Psychology · Social Psychology · Social Representations and Identity · Teacher Education and Leadership Studies
The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
Positioning
There's a lot to learn about being a drama teacher
Identity in activity
Reducing reality shock
Professional development through reflection in teacher education
Post-modern reality shock
Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching
Leveraging cultural resources through teacher pedagogical reasoning
Profiles and change in beginning teachers' professional identity tensions
A dialogical approach to conceptualizing teacher identity
The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
Reconsidering research on teachers’ professional identity
Developing pre-service teachers' professional knowledge of teaching
Surviving the transition shock in the first year of teaching through reflective practice
The Dialogical Self
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |