Abstract:
Students in primary teacher education courses can hold-and be influenced by-self-conceptions related to their roles as students, as teachers, and as performers in a number of different domains, such as the various subject areas (e.g., mathematics, English).
This paper explores the nature and structure of these self-conceptions among student teachers through two studies. The first study investigates the content of idiographic (open-ended) self-descriptions of a small sample of first-year student teachers. In the second study, a large sample of student teachers in first and second year responded to a questionnaire designed to distinguish between self- conceptions related to the different roles and domains.
Potential implications for teacher education and for teaching and learning generally are discussed.
This paper explores the nature and structure of these self-conceptions among student teachers through two studies. The first study investigates the content of idiographic (open-ended) self-descriptions of a small sample of first-year student teachers. In the second study, a large sample of student teachers in first and second year responded to a questionnaire designed to distinguish between self- conceptions related to the different roles and domains.
Potential implications for teacher education and for teaching and learning generally are discussed.