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Title: Learning to feel like a teacher
Authors: Seifert, K
Keywords: teacher education
teacher identity
identity development
Issue Date: 1-Jul-2004
Citation: Seifert, K. (2004). Learning to feel like a teacher. Canadian Journal of Educational Administration and Policy, 32.
Abstract: An important, but neglected psychological issue in teacher education is the difference between identity as felt or experienced, and identity as attributed by others. This article explores the nature of the difference and the limits it places on what teacher educators can hope to accomplish in preservice teacher education programs. Common pedagogical strategies, such as reflective writing and the organization of students in cohorts, have built-in limitations that instructors and administrators need to recognize.
Appears in Collection(s):Research Publications

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