Browsing by Subject "teaching practice"

The purpose of this study was to examine subject teacher students' views on their teacher identity, teacher profession and self-efficacy and how meaningful teaching practice was in relation to these phenomena. Specific point of interest was to find out how the subjects of this study represent their growth process as teachers. The objective of this study is to understand the relevance of the teaching practice experience to that growth process. Identity was seen as narratively constructed self (Sfard & Prusak, 2005). Teacher identity was seen as dynamic process which starts with school experiences, continues through teacher education and working life. It is seen that teacher identity consists of closely entwined personal and professional identity (Heikkinen, 2001a). Self-efficacy was considered as essential part of individual's agency and it occurs situationally as self-efficacy expectations (Bandura, 1997). Research data for this qualitative case study was collected with semi-structured interview. Data triangulation was used to deepen the qualitative point of view. Reflective writings from another research by the study subjects were also used. The interviewees were subject teacher students who completed their pedagogical studies in 2013–2014. Content and narrative analysis were used to analyze the data. Various teacher types were found. Reoccurring themes such as passion for the teaching subject and challenges of becoming a teacher appeared in the data. Teacher whose self-efficacy was strong showed persistence with helping their students. Teacher identity, professionalism and teaching skills were strengthened in teaching practice. Teacher self-efficacy evolved through reflection and accomplishments. Mentoring was significant part of teaching practice experiences. Negative experiences and feelings caused by mentoring were reported. Teaching practice and mentoring can support the development of student teachers professionalism and teacher identity. Mentoring and teaching practice should be developed further by considering the various effects of self-efficacy on teachers' growth process