The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves

Livia Rodrigues, Emerson de Pietri, Hugo Sanchez, Kuchah Kuchah

Research output: Contribution to journalArticle

8 Citations (Scopus)
29 Downloads (Pure)

Abstract

This paper examines how student teachers perceive the role of more experienced teachers in fostering their pedagogical cultural identities (Burgess, 2016). It reports on a project within the ‘Programa Institucional de Bolsas de Iniciação à Docência’ (PIBID), a national programme in Brazil to promote teacher recruitment and encourage undergraduates to pursue a career in teaching. The study investigated in-school experiences of four pre-service teachers working in state schools located in peripheral urban areas in São Paulo. Specifically, it examined the ways these student teachers conceptualise their pedagogical contexts and related them to the concrete or symbolic presence of other experienced professionals. The findings are expected to support professional development and inform the revision of teacher education programmes in Brazil.
Original languageEnglish
Pages (from-to)146-155
Number of pages10
JournalInternational Journal of Educational Research
Volume88
Early online date22 Feb 2018
DOIs
Publication statusPublished - 1 Mar 2018

Keywords

  • Critical perspective
  • Language teacher cognition
  • Preservice teacher education
  • Teacher identity

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves'. Together they form a unique fingerprint.

Cite this