Beginning Teachers' Professional Identity Formation in Early Science and Mathematics Teaching : What Develops?
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This article is about teacher identity formation of two foundation phase level (Grade R-9) level beginning teachers in their first year of teaching early mathematics science and technology (MST) in two different schools and grade levels. The study used a phenomenological approach and the case study method to try to illuminate what factors infl uence how teacher identities can be narratively constructed on the basis of the lived experiences of the two teachers in different school contexts. Data was generated from different sources for the purpose of triangulation, which included visual and written narratives, teacher journals, teacher observations and interviews (open and semi-structured).The paper concludes by noting how identity formation is an ongoing process of integration of teacher's personal, and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and relative stability or otherwise of professional identities which the two teachers develop in the fi rst year of MST teaching ,and thus the kind of reform minded teachers they become.
CICE叢書5 Africa-Asia University Dialogue for Educational Development : Final Report of the Phase II Research Results : (3) Teacher Professional Development
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