Learning to feel like a teacher

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dc.contributor.authorSeifert, K
dc.date.accessioned2008-06-13T19:37:22Z
dc.date.available2008-06-13T19:37:22Z
dc.date.issued2004-07-01
dc.description.abstractAn 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.en
dc.format.extent93127 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationSeifert, K. (2004). Learning to feel like a teacher. Canadian Journal of Educational Administration and Policy, 32.en
dc.identifier.urihttp://hdl.handle.net/1993/3043
dc.language.isoengen_US
dc.rightsAny article may be reproduced freely, provided that the author and The Canadian Journal of Educational Administration and Policy (CJEAP) are credited and copies are not sold.en
dc.rightsopen accessen_US
dc.statusPeer revieweden
dc.subjectteacher educationen
dc.subjectteacher identityen
dc.subjectidentity developmenten
dc.titleLearning to feel like a teacheren
dc.typejournal articleen_US
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