Mentor teachers. Contributions to the development of preservice teachers’ identity
Document Type
Book Chapter
Publication Title
Research on Teacher Identity
First Page
109
Last Page
119
Publisher
Springer
School
Graduate Research Services
Abstract
Preservice teachers’ identity development is a complex process requiring the coordination of varied internal and external factors. Internal motivations to teach, as strong as they are, might be colored by external factors influencing preservice teachers’ understanding and experiences of the teaching process. Although teacher education might have less control over the internal factors, they can significantly impact the experiences preservice teachers gain during practicum and positively shape their identity development. Mentor teachers as one of the main parties involved in teacher education exert considerable influence on preservice teachers’ understanding of who they are as a teacher and what they are capable of doing. This chapter looks at the relationship between mentor teachers and preservice teachers during practicum to unpack how mentoring and mentor teachers’ practices and mentoring approaches can motivate preservice teachers to continue as a teacher.
DOI
10.1007/978-3-319-93836-3_10
Access Rights
subscription content
Comments
Izadinia, M. (2018). Mentor teachers. Contributions to the development of preservice teachers’ identity. In P. A. Schutz, J. Hong & D. C. Francis (Eds.), Research on Teacher Identity (pp. 109-119). Springer, Cham. https://doi.org/10.1007/978-3-319-93836-3_10