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ID 35088
本文ファイル
著者
Botha, Marie
Onwu, Gilbert
NDC
教育
抄録(英)
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.
掲載誌名
CICE叢書5 Africa-Asia University Dialogue for Educational Development : Final Report of the Phase II Research Results : (3) Teacher Professional Development
5巻
3号
開始ページ
99
終了ページ
116
出版年月日
2013-03
出版者
広島大学教育開発国際協力研究センター
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
単行書の章
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2013 広島大学教育開発国際協力研究センター
部局名
教育開発国際協力研究センター
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