Professional Role Expectations and Related Feelings When Solving Pedagogical Dilemmas: A Comparison of Pre- and In-Service Teachers

Autor/inn/en	Toompalu, Aivi; Leijen, Äli; Kullasepp, Katrin
Titel	Professional Role Expectations and Related Feelings When Solving Pedagogical Dilemmas: A Comparison of Pre- and In-Service Teachers
Quelle	In: Teacher Development, 21 (2017) 2, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1237985
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Inservice Teacher Education; Professional Identity; Problem Solving; Teacher Role; Expectation; Role Perception; Work Experience; Cohort Analysis; Teacher Behavior; Teacher Attitudes; Questionnaires; Correlation; Affective Behavior; Affective Measures; Foreign Countries; Comparative Analysis; Estonia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Problemlösen; Lehrerrolle; Expectancy; Erwartung; Role conception; Rollenverständnis; Employment experience; Job experience; Occupational experience; Berufserfahrung; Kohortenanalyse; Teacher behaviour; Lehrerverhalten; Fragebogen; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Estland
Abstract	This study investigated teachers' professional identity development. Using Dialogical Self Theory and a socio-cultural semiotic mediational perspective, we focused on pre- and in-service teachers' communication of professional role expectations and related feelings when solving pedagogical dilemmas to reveal aspects of their professional identity construction. Data were collected from 102 pre- and 90 in-service teachers by asking them to solve seven pedagogical dilemmas. We report: (1) how pre- and in-service teachers solved pedagogical dilemmas in terms of communicating professional role expectations and related feelings; (2) how pre- and in-service teachers differed in the feelings they reported and the solutions they gave when solving pedagogical dilemmas; and (3) how the communication of professional role expectations and feelings was related to pre- and in-service teachers' work experience. Finally, we discuss the implications of our study for initial and continuing teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01