Supporting Emerging Teacher Identities: Can We Identify Teacher Potential among Students?

Autor/inn/en	Lofstrom, Erika; Poom-Valickis, Katrin; Hannula, Markku S.; Mathews, Samuel R.
Titel	Supporting Emerging Teacher Identities: Can We Identify Teacher Potential among Students?
Quelle	In: European Journal of Teacher Education, 33 (2010) 2, S.167-184 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Teacher Education; Teaching (Occupation); Self Efficacy; Change Agents; Career Guidance; Student Attitudes; Foreign Countries; College Students; Identification (Psychology); Career Choice; Social Change; Occupational Aspiration; Estonia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Self-efficacy; Selbstwirksamkeit; Berufsorientierung; Schülerverhalten; Ausland; Collegestudent; Sozialer Wandel; Berufsneigung; Berufsziel; Estland
Abstract	The research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self-efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students' continued interest in and entry to teacher education and the teaching profession. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10