Power of Practitioners: How Prior Teachers Informed the Teacher Role Identity of Thirty-Five Entry-Level Pre-Service Teacher Candidates

dc.creator	Steven S. Sexton
dc.date	2007-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:54Z
dc.date.available	2015-07-20T22:22:54Z
dc.identifier	1477-5557
dc.identifier	https://doaj.org/article/b723188ac3fa4ea7a32a80b2ca0f0c39
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20821
dc.description	This paper reports on a mixed-model research study that sought to uncover and explore the beliefs pre-service teachers held about teaching and the type of teacher they see themselves as being as they entered into their teacher education programmes. The results indicated that that it was those prior teachers that evidenced positive teaching practice that most informed how these student teachers saw teaching and themselves in the role as the teacher. Implications from this study highlight the vital roles in-service teachers play in shaping those who may or may not become the teachers of tomorrow.
dc.language	English
dc.publisher	Institute of Education, University of London
dc.relation	http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=132
dc.relation	https://doaj.org/toc/1477-5557
dc.source	Educate~, Vol 7, Iss 2, Pp 46-57 (2007)
dc.subject	Male primary
dc.subject	Female secondary
dc.subject	Entry-level
dc.subject	Teacher type
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Power of Practitioners: How Prior Teachers Informed the Teacher Role Identity of Thirty-Five Entry-Level Pre-Service Teacher Candidates
dc.type	article