Novice teachers experiences on the development of professional identities during practicum
Empirical research confirms that developing a professional identity consists of well-founded theoretical learning and the ability to use practical skills needed in a classroom and a school with ingenuity and flexibility begins during the practicum. This study investigates the experiences of school-b...
| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/20143/ http://journalarticle.ukm.my/20143/1/36293-114469-1-SM.pdf |
| _version_ | 1848815025958944768 |
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| author | Setlhako, Motladi Angeline |
| author_facet | Setlhako, Motladi Angeline |
| author_sort | Setlhako, Motladi Angeline |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Empirical research confirms that developing a professional identity consists of well-founded theoretical learning and the ability to use practical skills needed in a classroom and a school with ingenuity and flexibility begins during the practicum. This study investigates the experiences of school-based mentor teachers and novice teachers in relation to the development of professional identity of prospective teachers. To meet these objectives a qualitative case study design with a total of ten participants was used. Data were collected from mentors' reports, observations of facilitation of the process and semi-structured interviews with mentors as well as the novice teachers at the end of the same teaching experience. The theoretical framework based on social constructivism as a sociological theory informed the study. The findings showed that mentoring is valuable to mentors and novice teachers. In their roles as mentors the study revealed identities which were assured experts, comfortable in the I-position of experienced professionals. The study concluded that prolonged teaching practice will help in the formative development of aspirant teachers as the extended teaching practice forms part of continuous induction of students into the teaching profession. |
| first_indexed | 2025-11-15T00:43:25Z |
| format | Article |
| id | oai:generic.eprints.org:20143 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:43:25Z |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:201432022-10-18T07:14:45Z http://journalarticle.ukm.my/20143/ Novice teachers experiences on the development of professional identities during practicum Setlhako, Motladi Angeline Empirical research confirms that developing a professional identity consists of well-founded theoretical learning and the ability to use practical skills needed in a classroom and a school with ingenuity and flexibility begins during the practicum. This study investigates the experiences of school-based mentor teachers and novice teachers in relation to the development of professional identity of prospective teachers. To meet these objectives a qualitative case study design with a total of ten participants was used. Data were collected from mentors' reports, observations of facilitation of the process and semi-structured interviews with mentors as well as the novice teachers at the end of the same teaching experience. The theoretical framework based on social constructivism as a sociological theory informed the study. The findings showed that mentoring is valuable to mentors and novice teachers. In their roles as mentors the study revealed identities which were assured experts, comfortable in the I-position of experienced professionals. The study concluded that prolonged teaching practice will help in the formative development of aspirant teachers as the extended teaching practice forms part of continuous induction of students into the teaching profession. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/20143/1/36293-114469-1-SM.pdf Setlhako, Motladi Angeline (2019) Novice teachers experiences on the development of professional identities during practicum. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 16 (9). pp. 102-114. ISSN 1823-884x https://ejournal.ukm.my/ebangi/issue/view/1228 |
| spellingShingle | Setlhako, Motladi Angeline Novice teachers experiences on the development of professional identities during practicum |
| title | Novice teachers experiences on the development of professional identities during practicum |
| title_full | Novice teachers experiences on the development of professional identities during practicum |
| title_fullStr | Novice teachers experiences on the development of professional identities during practicum |
| title_full_unstemmed | Novice teachers experiences on the development of professional identities during practicum |
| title_short | Novice teachers experiences on the development of professional identities during practicum |
| title_sort | novice teachers experiences on the development of professional identities during practicum |
| url | http://journalarticle.ukm.my/20143/ http://journalarticle.ukm.my/20143/ http://journalarticle.ukm.my/20143/1/36293-114469-1-SM.pdf |