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    Learning to feel like a teacher

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    seifert.learning_to_feel.pdf (95.80Kb)
    Date
    2004-07-01
    Author
    Seifert, K
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    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.
    URI
    http://hdl.handle.net/1993/3043
    Collections
    • Faculty of Education Scholarly Works [8]
    • University of Manitoba Scholarship [1978]

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