Abstract
AbstractIt is widely claimed that learners interpret new information and experiences through their existing network of knowledge, experience, and beliefs. Research on professional identities of teachers highlight the impact of biographical factors such as teachers schooling experiences, motivations for entering teacher education programs, their initial teacher education experiences and contexts of professional practice, as influential of “construction, deconstruction and reconstruction” of teachers’ professional identities and the kind of teachers they become. The study investigates teacher education candidates’ hopes and fears concerning their future career as teachers. An open-ended questionnaire was distributed to 90 candidates in a teacher education college. The qualitative analysis identifies the domains of candidates’ hope and fears. The findings reveal that candidates expressed more hopes then fears. Their hopes and fears correspond with qualities of the “good teacher” and effective teaching. The s...
Highlights
It is widely claimed that learners interpret new information and experiences through their existing network of knowledge, experience, and beliefs (Desforges, 1995; Fosnot, 1996; Huberman, 1993; Richardson, 1996)
Research on professional identities of teachers highlight the impact of biographical factors such as teachers schooling experiences, motivations for entering teacher education programmes, their initial teacher education experiences, and contexts of professional practice, as influential of “construction, deconstruction and reconstruction” of teachers’ professional identities and the kind of teachers they become (Flores & Day, 2006)
This study adds to existing knowledge on teacher development by investigating teacher education candidates’ hopes and fears concerning their future career as teachers
Summary
It is widely claimed that learners interpret new information and experiences through their existing network of knowledge, experience, and beliefs (Desforges, 1995; Fosnot, 1996; Huberman, 1993; Richardson, 1996) This acknowledges that beginner teachers’ experiences are shaped by what they bring to the experiences, including their images of themselves as teachers that have been derived from their encounters as learners (Kagan, 1992; Leshem & Trafford, 2006; Löfström & PoomValickis, 2013). The underlying assumption is that hopes for the future and goal setting direct human actions, stimulate people to greater effort, affect strategies for implementation and connect with motivation (Seginer & Lens, 2015). Understanding and addressing issues of teachers’ vision could play a central role in ensuring that more and more new teachers learn to hope rather than only hope to learn (Hammerness, 2003)
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