Journal
BRITISH EDUCATIONAL RESEARCH JOURNAL
Volume 39, Issue 4, Pages 694-713Publisher
WILEY
DOI: 10.1080/01411926.2012.679614
Keywords
teacher identity; student teachers' identity; teacher education programme
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This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed.
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