Learning to feel like a teacher
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.
teacher education, teacher identity, identity development
Seifert, K. (2004). Learning to feel like a teacher. Canadian Journal of Educational Administration and Policy, 32.