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Student teachers' professional identity formation: between being born as a teacher and becoming one

Annemie Schepens (UGent) , Antonia Aelterman (UGent) and Peter Vlerick (UGent)
(2009) EDUCATIONAL STUDIES. 35(4). p.361-378
Author
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Abstract
This article focuses on student teachers' professional identity formation inspired by the tension between two layman points of view namely: being born as a teacher (i.e. based on demographics and personality traits) and becoming a teacher (i.e. based on experience). Besides demographics, personality traits and experience, the teacher preparation context is considered as a crucial aspect in professional identity formation as well. The authors adopted a multiple theoretical approach to guide the empirical study. Using hierarchical regression analyses the relative influences of demographics and personality traits, context variables and teacher education variables on professional identity variables are explored.
Keywords
EDUCATION, teacher education, FIT INDEXES, personality, professional identity, student teacher

Citation

Please use this url to cite or link to this publication:

Chicago
Schepens, Annemie, Antonia Aelterman, and Peter Vlerick. 2009. “Student Teachers’ Professional Identity Formation: Between Being Born as a Teacher and Becoming One.” Educational Studies 35 (4): 361–378.
APA
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: between being born as a teacher and becoming one. EDUCATIONAL STUDIES, 35(4), 361–378.
Vancouver
1.
Schepens A, Aelterman A, Vlerick P. Student teachers’ professional identity formation: between being born as a teacher and becoming one. EDUCATIONAL STUDIES. 2009;35(4):361–78.
MLA
Schepens, Annemie, Antonia Aelterman, and Peter Vlerick. “Student Teachers’ Professional Identity Formation: Between Being Born as a Teacher and Becoming One.” EDUCATIONAL STUDIES 35.4 (2009): 361–378. Print.
@article{765565,
  abstract     = {This article focuses on student teachers' professional identity formation inspired by the tension between two layman points of view namely: being born as a teacher (i.e. based on demographics and personality traits) and becoming a teacher (i.e. based on experience). Besides demographics, personality traits and experience, the teacher preparation context is considered as a crucial aspect in professional identity formation as well. The authors adopted a multiple theoretical approach to guide the empirical study. Using hierarchical regression analyses the relative influences of demographics and personality traits, context variables and teacher education variables on professional identity variables are explored.},
  author       = {Schepens, Annemie and Aelterman, Antonia and Vlerick, Peter},
  issn         = {0305-5698},
  journal      = {EDUCATIONAL STUDIES},
  language     = {eng},
  number       = {4},
  pages        = {361--378},
  title        = {Student teachers' professional identity formation: between being born as a teacher and becoming one},
  url          = {http://dx.doi.org/10.1080/03055690802648317},
  volume       = {35},
  year         = {2009},
}

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