The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities
Abstract
This paper examines the influence of life histories and apprenticeship of observation on the formation of student teachers’ idealised identities. The life histories of 15 student teachers are decoded. Through eliciting from the student teachers the teacher they wish to be, the paper focuses on the interplay between the personal histories and ideal teacher identities for the future. The implications of the findings for initial teacher education are considered.
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Research literature recognises the effects of the socio-historical past on PSTs' identity development.
“For example, research literature recognises the effects of the socio-historical past on pre-service primary school teachers' (PSTs') identity development (Lutovac and Kaasila 2012, 2014; Pellikka, Lutovac and Kaasila 2018; Furlong 2013).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Furlong 2013
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References 60 · Cited by 108
- Authors
- Furlong, C.
- Affiliations
- Dublin City University (IE)
- Corresponding author
- Furlong, Catherine
- ORCID
- Furlong, Catherine
- Venue
- European Journal of Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2012-05
- Volume
- 36
- Issue
- 1
- Pages
- 68-83
- ISSN
- 0261-9768 (ISSN-L)
- 1469-5928
- OpenAlex
- W1964525156
- Cited by
- 108
- References
- 60
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 8 · 2023: 12 · 2022: 10 · 2021: 11 · 2020: 8 · 2019: 8 · 2018: 6 · 2017: 14 · 2016: 9 · 2015: 7 · 2014: 3 · 2013: 2
- FWCI
- 18.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- pre-service teachers, life history (social science method), apprenticeship of observation, initial teacher education, teacher identity formation, personal history
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