To read the full version of this content please select one of the options below:

Pedagogies of Developing Teacher Identity

International Teacher Education: Promising Pedagogies (Part A)

ISBN: 978-1-78441-136-7

ISSN: 1479-3687

Publication date: 1 December 2014

Abstract

Interest in supporting the development of teachers’ professional identity in preservice and in-service teacher education programs has increased in recent decades considerably, given that teachers’ sense of their professional identity manifests itself in job satisfaction, occupational commitment, self-efficacy, and changes in their levels of motivation (i.e., Day, 2002). In this chapter, we present different pedagogies that have been enacted in the Estonian context to support the development of preservice and novice teachers’ professional identity. The pedagogies have been divided into three groups: pedagogies that facilitate the professional aspect of teacher identity, pedagogies that address the personal aspect of teacher identity, and pedagogies that support the interaction of the professional and personal aspects of teacher identity.

Keywords

Acknowledgements

Acknowledgments

This research was supported by the Estonian Science Foundation (No ETF9221) and the European Social Fund.

Citation

Leijen, ., Kullasepp, K. and Anspal, T. (2014), "Pedagogies of Developing Teacher Identity", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 311-328. https://doi.org/10.1108/S1479-368720140000022019

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014 Emerald Group Publishing Limited