Predictions and Realities: The Influences That Shape Beginning Design and Technology Teachers´ Professional Identity
Zu finden in: Handbook of Technology Education (Seite 661 bis 683), 2017
Overall the formation of professional identity is a dynamic and formative process. Mentoring by faculty at a teacher preparation institutions and faculty within the school environment assists new teachers to develop themselves and form their own professional identity. As the feeling of worth of a Design and Technology teacher takes shape, it can lead toward a commitment to the teaching profession. If impressions of teaching worth are not established, teachers can easily become dissatisfied with teaching and consequently leave the profession. It is important that the teaching community takes the time to mentor new teachers and keep their professional identity expanding in positive ways.
This chapter explores the concept of teacher professional identity and how it is developed. Included are a review of factors that shape the identity of Design and Technology teachers. A case study on the development of professional identity of new Design and Technology teachers is presented showing what can be learned from their experiences. Finally, some conclusions are made which the Design and Technology community can use to better prepare its teaching force.
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