Learning to feel like a teacher

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dc.contributor.author	Seifert, K
dc.date.accessioned	2008-06-13T19:37:22Z
dc.date.available	2008-06-13T19:37:22Z
dc.date.issued	2004-07-01
dc.identifier.citation	Seifert, K. (2004). Learning to feel like a teacher. Canadian Journal of Educational Administration and Policy, 32.	en
dc.identifier.uri	http://hdl.handle.net/1993/3043
dc.description.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.	en
dc.format.extent	93127 bytes
dc.format.mimetype	application/pdf
dc.language.iso	eng	en_US
dc.rights	Any 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.rights	info:eu-repo/semantics/openAccess
dc.subject	teacher education	en
dc.subject	teacher identity	en
dc.subject	identity development	en
dc.title	Learning to feel like a teacher	en
dc.type	journal article	en_US
dc.type	info:eu-repo/semantics/article
dc.status	Peer reviewed	en

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