Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher

M.T. Pillen; P.J. Brok, den; D. Beijaard

Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher

M.T. Pillen, P.J. Brok, den, D. Beijaard

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic

Abstract

In this study we explored what kind of identity dilemmas beginning teachers experience and how these dilemmas are comparable to those found in the literature. Insight in these dilemmas is needed in order to better understand and conceptualize the support student teachers need. This study takes a professional identity perspective to capture the complexity of the process of learning to teach. Twenty-four beginning teachers were interviewed to validate the identity dilemmas articulated in the research literature. The results showed the kinds of identity dilemmas beginning teachers experienced in relation to the literature and the degree to which they recognized themselves and others in these dilemmas.

Original language	English
Title of host publication	14th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), July 1-4 2009 Rovaniemi, Finland
Place of Publication	Rovaniemy
Publisher	University of Lapland
Publication status	Published - 2009
Event	conference; Navigating in educational context : identities and cultures in dialogue; 2009-07-01; 2009-07-04 - Duration: 1 Jul 2009 → 4 Jul 2009

Conference

Conference	conference; Navigating in educational context : identities and cultures in dialogue; 2009-07-01; 2009-07-04
Period	1/07/09 → 4/07/09
Other	Navigating in educational context : identities and cultures in dialogue

Cite this

@inproceedings{269748b655fb457c8af3d55623b7f568,

title = "Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher",

abstract = "In this study we explored what kind of identity dilemmas beginning teachers experience and how these dilemmas are comparable to those found in the literature. Insight in these dilemmas is needed in order to better understand and conceptualize the support student teachers need. This study takes a professional identity perspective to capture the complexity of the process of learning to teach. Twenty-four beginning teachers were interviewed to validate the identity dilemmas articulated in the research literature. The results showed the kinds of identity dilemmas beginning teachers experienced in relation to the literature and the degree to which they recognized themselves and others in these dilemmas.",

author = "M.T. Pillen and {Brok, den}, P.J. and D. Beijaard",

year = "2009",

language = "English",

booktitle = "14th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), July 1-4 2009 Rovaniemi, Finland",

publisher = "University of Lapland",

note = "conference; Navigating in educational context : identities and cultures in dialogue; 2009-07-01; 2009-07-04 ; Conference date: 01-07-2009 Through 04-07-2009",

}

Pillen, MT, Brok, den, PJ & Beijaard, D 2009, Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher. in 14th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), July 1-4 2009 Rovaniemi, Finland. University of Lapland, Rovaniemy, conference; Navigating in educational context : identities and cultures in dialogue; 2009-07-01; 2009-07-04, 1/07/09.

Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher. / Pillen, M.T.; Brok, den, P.J.; Beijaard, D.
14th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), July 1-4 2009 Rovaniemi, Finland. Rovaniemy: University of Lapland, 2009.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic

TY - GEN

T1 - Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher

AU - Pillen, M.T.

AU - Brok, den, P.J.

AU - Beijaard, D.

PY - 2009

Y1 - 2009

N2 - In this study we explored what kind of identity dilemmas beginning teachers experience and how these dilemmas are comparable to those found in the literature. Insight in these dilemmas is needed in order to better understand and conceptualize the support student teachers need. This study takes a professional identity perspective to capture the complexity of the process of learning to teach. Twenty-four beginning teachers were interviewed to validate the identity dilemmas articulated in the research literature. The results showed the kinds of identity dilemmas beginning teachers experienced in relation to the literature and the degree to which they recognized themselves and others in these dilemmas.

AB - In this study we explored what kind of identity dilemmas beginning teachers experience and how these dilemmas are comparable to those found in the literature. Insight in these dilemmas is needed in order to better understand and conceptualize the support student teachers need. This study takes a professional identity perspective to capture the complexity of the process of learning to teach. Twenty-four beginning teachers were interviewed to validate the identity dilemmas articulated in the research literature. The results showed the kinds of identity dilemmas beginning teachers experienced in relation to the literature and the degree to which they recognized themselves and others in these dilemmas.

M3 - Conference contribution

BT - 14th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), July 1-4 2009 Rovaniemi, Finland

PB - University of Lapland

CY - Rovaniemy

T2 - conference; Navigating in educational context : identities and cultures in dialogue; 2009-07-01; 2009-07-04

Y2 - 1 July 2009 through 4 July 2009

ER -

Exploring professional identity dilemmas of beginning teachers during the transition period from student to teacher

Abstract

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