dc.contributor.author | Varis, Sotiria | |
dc.contributor.author | Heikkilä, Mirva | |
dc.contributor.author | Metsäpelto, Riitta-Leena | |
dc.contributor.author | Mikkilä-Erdmann, Mirjamaija | |
dc.date.accessioned | 2023-09-27T12:07:24Z | |
dc.date.available | 2023-09-27T12:07:24Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Varis, 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.other | CONVID_185058672 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/89278 | |
dc.description.abstract | Amidst 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.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Elsevier | |
dc.relation.ispartofseries | Teaching and Teacher Education | |
dc.rights | CC BY 4.0 | |
dc.subject.other | student teachers | |
dc.subject.other | teacher identity | |
dc.subject.other | identity negotiation | |
dc.subject.other | identity-agency | |
dc.subject.other | beliefs | |
dc.title | Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202309275288 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.contributor.oppiaine | Kasvatuspsykologia | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.contributor.oppiaine | Opettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus) | fi |
dc.contributor.oppiaine | Kasvatuspsykologia | en |
dc.contributor.oppiaine | Education | en |
dc.contributor.oppiaine | Teacher education research (teaching, learning, teacher, learning paths, education) | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 0742-051X | |
dc.relation.volume | 135 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2023 The Authors. Published by Elsevier Ltd. | |
dc.rights.accesslevel | openAccess | fi |
dc.relation.grantnumber | 342191 | |
dc.subject.yso | opettajat | |
dc.subject.yso | ammatillinen kehitys | |
dc.subject.yso | ammatti-identiteetti | |
dc.subject.yso | opettajuus | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p13158 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p12894 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p8790 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.1016/j.tate.2023.104354 | |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Suomen Akatemia | fi |
jyx.fundingprogram | Academy Project, AoF | en |
jyx.fundingprogram | Akatemiahanke, SA | fi |
jyx.fundinginformation | This work was supported by the Academy of Finland [grant number 342191]. | |
dc.type.okm | A1 | |