Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective
Keywords:
teachers’ beliefs, teacher’s role, metaphors, teacher education curricula
Abstract
The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.
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References
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Feiman-Nemser, S. (2001). From preparation to practice: Designing continuum to strengthen and sustain teaching. Teachers College Record. 103(6), 1013–1055.
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Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18.
Leavy, A. M., McSorley, F. A., & Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education 23(7), 1217–1233.
Lopes, A., & Pereira, F. (2012). Everyday life and everyday learning: The ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity. European Journal of Teacher Education, 35(1), 17–38.
MartÃnez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(8), 965–977.
Massengill, D., Barry, A., & Mahilos, M. (2008). Preservice teacher’s metaphors of teaching in relation to literacy beliefs. Teachers and Teaching: Theory and Practice, 14(1), 35–50.
Menard, S. (1991). Longitudinal research. London, UK: Sage Publications.
Morrison, C. M. (2013). Teacher identity in the early career phase: Trajectories that explain and influence development. Australian Journal of Teacher Education, 38(4). doi: 10.14221/ajte.2013v38n4.5
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Pillen, M. T. (2013). Professional identity tensions of beginning teachers (Doctoral dissertation). Eindhoven: Eindhoven University of Technology/ESoE.
Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers' professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260. doi: 10.1080/02619768.2012.6961929
Raths, J. (2001). Teachers' beliefs and teaching beliefs. Early Childhood Research & Practice, 3(1). Retrieved from
http://ecrp.uiuc.edu/v3n1/raths.html
Richardson, V. (1996). The role of attitude and beliefs in learning to teach. In J. Sikula. (Ed.), Handbook of research on teacher education (pp. 102–119). New York, NY: Macmillan.
Rogers, G. (2011). Learning-to-learn and learning-to-teach: The impact of disciplinary subject study on student-teachers’ professional identity. Journal of Curriculum Studies, 43(2), 249–268.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, & J. D. Mclntyre (Eds.), Handbook of research on teacher education (pp. 732–755). New York, NY: Routledge/Taylor & Francis Group and the Association of Teacher Educators.
Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290–305.
Saban, A.; Kocbeker, B. N, & Saban, A. (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139.
Samuel, M., & Stephens, D. (2000). Critical dialogues with self: Developing teacher identities and roles: A case study of South African student teachers. International Journal of Educational Research, 33(5), 475–491.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher course room: a critical socio-cultural perspective. RELC Journal, 37(2), 149–75.
Sutherland, L., & Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. Higher Education, 64(6), 747–766.
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762–769.
Tryggvason, M. (2012). Perceptions of identity among Finnish university-based subject teacher educators. European Journal of Teacher Education, 35(3), 289–303.
Woolley, S. L., Woan -Jue, J. B., & Williams Woolley, A. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivistic and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64, 319–331.
Zhao, H., Coombs, S., & Zhou, X. (2010). Developing professional knowledge about teachers through metaphor research: facilitating a process of change. Teacher Development, 14, 381–395.
Zeichner, K., & Gore, J. (1990). Teacher socialisation. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 329–348). New York, NY: MacMillan.
Zheng, H. (2009). A review of research on EFL Pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73–81.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education 39(2), 175–189.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Beijaard, D., & Meijer, P. C. (2017). Developing the personal and professional in making a teacher identity. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 177–192). London, UK: SAGE.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Brophy, J. E., & Good, T. L. (1986). Teacher behaviour and student achievement. In M. C. Wittrock (Ed.), Third handbook of research on teaching (pp. 328–375). New York, NY: Macmillan.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. London, UK: Routledge Falmer.
Domović, V. (2011). UÄiteljska profesija i profesionalni identitet uÄitelja [Teaching profession and teacher professional identity]. In V. Vizek Vidović (Ed.), UÄitelji i njihovi mentori (pp. 12–37). Zagreb: Institut za druÅ¡tvena istraživanja.
Domović, V., & Vizek Vidović, V. (2011). Teacher education in Croatia: Recent developments in teacher education (2005-2010). In M. ValenÄiÄ-Zuljan & J. Vogrinc (Eds.), European dimensions of teacher education-similarities and differences (pp. 253–270). Ljubljana: Faculty of Education, University of Ljubljana.
Domović, V., & Vizek Vidović, V. (2013). Understanding the role of teachers, pupils and teaching – Beliefs of students at the Faculty of Teacher Education. Sociologija i prostor, 51(3), 493–508.
Domović, V., Vizek Vidović, V., & Bouillet, D. (2016). Student teachers’ beliefs about the teacher’s role in inclusive education. European Journal of Special Needs Education, 32(2), 175–190. doi:10.1080/08856257.2016.1194571
Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Taylor and Francis/Psychology Press.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annu. Rev. Psychol, 53, 109–32.
Feiman-Nemser, S. (2001). From preparation to practice: Designing continuum to strengthen and sustain teaching. Teachers College Record. 103(6), 1013–1055.
Feiman-Nemser, S. (2008). Teacher learning. How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre. (Eds.), Handbook of research on teacher education. Enduring questions in changing contexts (pp. 697–705). New York, NY & Abingdon, UK: Routledge/Taylor & Francis.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125.
Gürsoy, E. (2013). What is effective in forming our beliefs: Experience or education? Procedia – Social and Behavioral Sciences, 70(2013), 763–770.
Izadinia, M. (2013). A review of research on student teachers' professional identity. British Educational Research Journal, 39(4), 694–713.
Korthagen, F. A. J., & Verkuyl, H. (2002). Do you meet your students or yourself? Reflection on professional identity as an essential component of teacher education. Retrieved from
http://resources.educ.queensu.ca/ar/sstep/S-STEP4-2002b.pdf
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.
Korthagen, F. A. J., & Vasalos, A. (2005). Levels in Reflection: Core reflection as a means to enhance professional growth. Teachers and teaching: Theory and practice, 11(1), 47–71.
Kosnik, C., & Beck, C. (2009). Priorities in teacher education. London, UK & New York, NY: Routledge.
Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18.
Leavy, A. M., McSorley, F. A., & Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education 23(7), 1217–1233.
Lopes, A., & Pereira, F. (2012). Everyday life and everyday learning: The ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity. European Journal of Teacher Education, 35(1), 17–38.
MartÃnez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(8), 965–977.
Massengill, D., Barry, A., & Mahilos, M. (2008). Preservice teacher’s metaphors of teaching in relation to literacy beliefs. Teachers and Teaching: Theory and Practice, 14(1), 35–50.
Menard, S. (1991). Longitudinal research. London, UK: Sage Publications.
Morrison, C. M. (2013). Teacher identity in the early career phase: Trajectories that explain and influence development. Australian Journal of Teacher Education, 38(4). doi: 10.14221/ajte.2013v38n4.5
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Pillen, M. T. (2013). Professional identity tensions of beginning teachers (Doctoral dissertation). Eindhoven: Eindhoven University of Technology/ESoE.
Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers' professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260. doi: 10.1080/02619768.2012.6961929
Raths, J. (2001). Teachers' beliefs and teaching beliefs. Early Childhood Research & Practice, 3(1). Retrieved from
http://ecrp.uiuc.edu/v3n1/raths.html
Richardson, V. (1996). The role of attitude and beliefs in learning to teach. In J. Sikula. (Ed.), Handbook of research on teacher education (pp. 102–119). New York, NY: Macmillan.
Rogers, G. (2011). Learning-to-learn and learning-to-teach: The impact of disciplinary subject study on student-teachers’ professional identity. Journal of Curriculum Studies, 43(2), 249–268.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, & J. D. Mclntyre (Eds.), Handbook of research on teacher education (pp. 732–755). New York, NY: Routledge/Taylor & Francis Group and the Association of Teacher Educators.
Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290–305.
Saban, A.; Kocbeker, B. N, & Saban, A. (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139.
Samuel, M., & Stephens, D. (2000). Critical dialogues with self: Developing teacher identities and roles: A case study of South African student teachers. International Journal of Educational Research, 33(5), 475–491.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher course room: a critical socio-cultural perspective. RELC Journal, 37(2), 149–75.
Sutherland, L., & Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. Higher Education, 64(6), 747–766.
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762–769.
Tryggvason, M. (2012). Perceptions of identity among Finnish university-based subject teacher educators. European Journal of Teacher Education, 35(3), 289–303.
Woolley, S. L., Woan -Jue, J. B., & Williams Woolley, A. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivistic and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64, 319–331.
Zhao, H., Coombs, S., & Zhou, X. (2010). Developing professional knowledge about teachers through metaphor research: facilitating a process of change. Teacher Development, 14, 381–395.
Zeichner, K., & Gore, J. (1990). Teacher socialisation. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 329–348). New York, NY: MacMillan.
Zheng, H. (2009). A review of research on EFL Pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73–81.
Published
2019-06-21
How to Cite
Vizek Vidović, V., & Domović, V. (2019). Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective. Center for Educational Policy Studies Journal, 9(2), 119–138. https://doi.org/10.26529/cepsj.720
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