Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession

被引:476
作者
Hong, Ji Y. [1 ]
机构
[1] Univ Oklahoma, Dept Educ Psychol, Norman, OK 73019 USA
关键词
Teachers' professional identity; Teacher attrition; Teacher emotion; Pre-service teacher education; Teachers' professional development; SELF-EFFICACY; SCHOOL; COMMITMENT; RETENTION; KNOWLEDGE; BELIEFS; GROWTH; MOTIVATION; EXPERIENCE; ATTRITION;
D O I
10.1016/j.tate.2010.06.003
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study explores different perceptions of pre-service and beginning teachers' professional identity in relation to their decisions to leave the profession. Teachers' professional identity was further broken down into six factors: value, efficacy, commitment, emotions, knowledge and beliefs, and micropolitics. This study employed mixed-methods which included 84 participant surveys, and 27 interviews from four groups of participants at different stages of teaching. The findings of this study showed that pre-service teachers tended to have naive and idealistic perceptions of teaching, and dropout teachers showed most emotional burnout. Implications for improvement of teacher education and retention of beginning teachers are discussed. Published by Elsevier Ltd.
引用
收藏
页码:1530 / 1543
页数:14
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