Imagined future teacher self at the point of entry to teacher education

Doró Katalin: Imagined future teacher self at the point of entry to teacher education. In: EduLingua, (6) 1. pp. 25-46. (2020)

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A growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-related subjects. Results suggest that students are, nevertheless, able to envisage a surprising variability and detail in their essays that underwent mix-method analysis. The most commonly occurring traits were grouped under five larger themes, focusing on personality and teacher self, teacher-student interaction, classroom teaching abilities, becoming members of a community of teachers, and altruistic goals. These teacher selves are mostly realistic and positive, with a clear understanding of the dynamism that teacher identity is formed as on ongoing process. It is argued that learning about freshly admitted students’ views related to teaching serves as valuable information to enhance pre-service teacher education programs.

Item Type: Article
Journal or Publication Title: EduLingua
Date: 2020
Volume: 6
Number: 1
ISSN: 2415-945X
Page Range: pp. 25-46
Language: English
Related URLs:
DOI: 10.14232/edulingua.2020.1.2
Uncontrolled Keywords: Tanárképzés, Felsőoktatás
Additional Information: Bibliogr.: p. 43-46. ; összefoglalás angol nyelven
Subjects: 05. Social sciences
05. Social sciences > 05.03. Educational sciences
Date Deposited: 2021. Mar. 26. 09:43
Last Modified: 2023. Mar. 02. 15:52

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