TY  - CHAP
AB  - 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.
VL  - 22
SN  - 978-1-78441-136-7/1479-3687
DO  - 10.1108/S1479-368720140000022019
UR  - https://doi.org/10.1108/S1479-368720140000022019
AU  - Leijen Äli
AU  - Kullasepp Katrin
AU  - Anspal Tiina
PY  - 2014
Y1  - 2014/01/01
TI  - Pedagogies of Developing Teacher Identity
T2  - International Teacher Education: Promising Pedagogies (Part A)
T3  - Advances in Research on Teaching
PB  - Emerald Group Publishing Limited
SP  - 311
EP  - 328
Y2  - 2024/05/06
ER  -