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dc.contributor.authorVaris, Sotiria
dc.contributor.authorHeikkilä, Mirva
dc.contributor.authorMetsäpelto, Riitta-Leena
dc.contributor.authorMikkilä-Erdmann, Mirjamaija
dc.date.accessioned2023-09-27T12:07:24Z
dc.date.available2023-09-27T12:07:24Z
dc.date.issued2023
dc.identifier.citationVaris, S., Heikkilä, M., Metsäpelto, R.-L., & Mikkilä-Erdmann, M. (2023). Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending. <i>Teaching and Teacher Education</i>, <i>135</i>, Article 104354. <a href="https://doi.org/10.1016/j.tate.2023.104354" target="_blank">https://doi.org/10.1016/j.tate.2023.104354</a>
dc.identifier.otherCONVID_185058672
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89278
dc.description.abstractAmidst the broad range of teacher competencies, professional beliefs and professional identity are two important domains of personal orientations that inform teacher quality. This study examines how pre-service teachers have negotiated their professional identity after their first year in initial primary teacher education. The study uses qualitative data from an online survey voluntarily answered by seventy-two Finnish pre-service teachers in Spring 2022. The data were thematically analyzed and further examined for additive, transformative, and defensive identity development using Ruohotie-Lyhty's (2018) framework of teachers' identity-agency. The study supports the notion of identity as social, multiple, and discontinuous.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY 4.0
dc.subject.otherstudent teachers
dc.subject.otherteacher identity
dc.subject.otheridentity negotiation
dc.subject.otheridentity-agency
dc.subject.otherbeliefs
dc.titleFinnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309275288
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)fi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineTeacher education research (teaching, learning, teacher, learning paths, education)en
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0742-051X
dc.relation.volume135
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber342191
dc.subject.ysoopettajat
dc.subject.ysoammatillinen kehitys
dc.subject.ysoammatti-identiteetti
dc.subject.ysoopettajuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p12894
jyx.subject.urihttp://www.yso.fi/onto/yso/p8790
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.tate.2023.104354
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis work was supported by the Academy of Finland [grant number 342191].
dc.type.okmA1


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