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Negotiating psychological disturbance in pre-service teacher education
ARTICLE

TATE Volume 22, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article describes the results of studies into the intrapsychic disturbance experienced by student teachers. The process of becoming a teacher is explored in terms of transition and the emergence of a teacher identity. Interview data were developed into case study narratives around the theme of an emerging professional teacher self. The study drew on psychoanalytic theory to interpret the potential conflict between the students’ emerging identity and a historical, non-professional self. The fourth and final case study presented here illustrates how one student used an extended piece of personal writing during her pre-service course to explore her emerging teacher identity.

Citation

Brown, T. Negotiating psychological disturbance in pre-service teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 22(6), 675-689. Elsevier Ltd. Retrieved July 2, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.03.006

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