A thesis submitted in fulfilment for the degree of Masters of Education (M.Ed) School of Education, Faculty of Humanities University of Witwatersrand JOHANNESBURG February 2015 / This is a qualitative research project that draws on Gee’s (2005) and Wenger’s (1999) conceptions on identity, to understand how teaching practice in rural Acornhoek schools of Bushbuckridge municipality (Mpumalanga province) impacted on the identity of student teachers. The study involved ten student teachers in their second and third year of Bachelor of Education (B.Ed) studies at Wits School of Education ((WSoE). The research adopted a case study approach. Data in this study was collected using semi structured interviews with student teachers before and during the teaching practice period and the researchers’ field notes. The most outstanding findings were that, student teachers negotiating their identity in the categories of IDL1, IDL2 and IDL3. IDL1 is when the identity of student teachers shifted as they carried out their teaching practice. IDL2 is when teaching in rural schools could not shift the identity of student teachers and IDL3 is when teaching practice resulted into student teachers compromising their identities. On the basis of these findings, recommendations were made. Student teachers should have a deeper and informed understanding of what to expect in rural schools in order to prepare them for the identity negotiations in rural schools contexts. In the findings it was established that if teacher training institutions prepare student teachers with view of teaching in rural schools, it would minimize identity challenges by student teachers in the rural schools teaching practice because they will have prior knowledge about teaching in rural schools.

身份转变是成为教师的一个重要部分，不少研究者因此强调教师教育在职前教师专业身份形成中的作用，亦有研究者发现实习是职前教师身份转变的关键阶段。然而到底职前教师是如何通过专业学习来建构和发展期专业身份的，却一直缺乏相关实证研究。有鉴于此，本研究尝试从职前教师专业学习历程中去理解专业身份的建构和发展，从职前教师的视角去考察当前教育实习为他们提供了怎样的身份建构情境。 / 研究以情境视角下的学习观和身份建构观为理论背景(Lave&Wenger,1991; Wenger,1998)，采个案研究方法，通过深度访谈和田野观察来跟踪两所实习学校内的四名高中实习教师的专业学习历程，以理解实习教师的身份建构和改变的过程，并以此为线索梳理了实习情境中影响其身份建构的主要因素及其互动关系。 / 研究发现，实践参与式的学习确实改变着实习教师的专业身份。四个个案实习教师的专业身份经过实习后都在不同方面不同程度地发生了改变。驱使这种改变的最为核心的力量是他们在实习前业已形成的职业承诺和教师角色认知。而它们也是实习教师在实践场域中定位自我的最为关键的两个身份定位点。职业承诺决定了职前教师参与实践和建构身份的意愿。根据自己的学生身份所形成的教师角色认知则是实习教师识读实习情境扮演角色的主要根据。既有的角色认知与实习场域中的角色脚本的冲突则是启动身份重构的关键。 / 另一方面，实习学校的实践文化、实习指导教师所构成的实习情境共同框定了实习教师的实践参与的方式和内容。而实习教师总是基于自己原有的职业承诺和角色认知投入实习情境，与角色对手展开互动。身份的协商正是在这种互动的参与中展开。传记性因素、情境性因素和经历性因素在这个过程中以不同方式影响着身份的协商和建构，而它们三者之间的互动最后形塑了职前教师在整个实习期间的参与轨迹，导向了不同的专业身份。 / 基于此，研究尝试为学界理解职前教师如何通过专业学习以建构其专业身份提供概念框架和实践启示，并提议建立专业身份建构型的教师学习观。 / As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers’ professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction. / Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers’ learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers. / The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers’ professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers’ understanding of the teaching practice context as well as the role playing. The clash between the four student teachers’ concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers’ identities reconstruction. / The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers’ participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities. / On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers’ professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 张倩. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 304-315). / Abstracts in Chinese and English. / Zhang Qian. / 中文摘要 --- p.I / 英文摘要 --- p.II / 致谢 --- p.IV / 目录 --- p.V / 图表目录 --- p.VII / 导言 --- p.VIII / Chapter 第一章 --- 问题陈述 --- p.1 / Chapter 第一节 --- 研究的缘起--寻惑与解惑的起点 --- p.1 / Chapter 第二节 --- 研究的背景 --- p.3 / Chapter 一、 --- 教师身份的提出 --- p.3 / Chapter 二、 --- “学教的再概念化 --- p.4 / Chapter 三、 --- 情境学习的视角 --- p.5 / Chapter 四、 --- 教育实习的样貌 --- p.6 / Chapter 第三节 --- 研究的目的与问题 --- p.8 / Chapter 第四节 --- 研究的意义 --- p.9 / 本章小结 --- p.12 / Chapter 第二章 --- 文献述评 --- p.13 / Chapter 第一节 --- 西方研究中的“学教 --- p.13 / Chapter 一、 --- “学教研究的脉络梳理 --- p.14 / Chapter 二、 --- 再概念化的“学教 --- p.17 / Chapter 三、 --- 本研究的“学教概念框架 --- p.22 / Chapter 四、 --- 小结 --- p.32 / Chapter 第二节 --- 教师专业身份的研究脉络 --- p.34 / Chapter 一、 --- 教师专业身份的意涵 --- p.35 / Chapter 二、 --- 教师专业身份研究的主要理论脉络 --- p.41 / Chapter 三、 --- 实习教师专业身份研究的现状 --- p.46 / 本章小结 --- p.58 / Chapter 第三章 --- 研究的设计与方法 --- p.59 / Chapter 第一节 --- 研究框架与研究问题 --- p.59 / Chapter 一、 --- 研究的概念框架 --- p.59 / Chapter 二、 --- 相关概念的操作性定义 --- p.61 / Chapter 三、 --- 研究问题的阐述 --- p.63 / Chapter 第二节 --- 研究的设计与方法 --- p.64 / Chapter 一、 --- 质化研究取向 --- p.64 / Chapter 二、 --- 个案研究的策略 --- p.64 / Chapter 三、 --- 研究的整体设计 --- p.65 / Chapter 第三节 --- 研究的效度与伦理 --- p.75 / Chapter 一、 --- 研究的效度 --- p.75 / Chapter 二、 --- 研究伦理 --- p.76 / Chapter 第四节 --- 研究局限 --- p.78 / 本章小结 --- p.79 / Chapter 第四章 --- 实习教师的专业身份发展 --- p.80 / Chapter 第一节 --- 个案实习教师的专业身份发展 --- p.80 / Chapter 一、 --- 薇的专业身份发展 --- p.81 / Chapter 二、 --- 凯的专业身份发展 --- p.96 / Chapter 三、 --- 玲的专业身份发展 --- p.108 / Chapter 四、 --- 慧的专业身份发展 --- p.122 / Chapter 第二节 --- 实习教师专业身份发展的特点 --- p.139 / Chapter 一、 --- 实习前职前教师的专业身份特点 --- p.139 / Chapter 二、 --- 实习前职前教师专业身份的主要区别 --- p.145 / Chapter 三、 --- 实习后职前教师的专业身份特点 --- p.147 / Chapter 第三节 --- 小结 --- p.152 / Chapter 第五章 --- 实习情境中的学教与身份发展 --- p.156 / Chapter 第一节 --- 个案实习教师的实习故事 --- p.156 / Chapter 一、 --- 薇的实习故事 --- p.157 / Chapter 二、 --- 凯的实习故事 --- p.176 / Chapter 三、 --- 玲的实习故事 --- p.191 / Chapter 四、 --- 慧的实习故事 --- p.209 / Chapter 小结 --- p.227 / Chapter 第二节 --- 专业身份的形塑--实习情境的识读与应对 --- p.228 / Chapter 第三节 --- 专业身份的建构--情感体验与自我反思 --- p.236 / Chapter 第四节 --- 小结 --- p.240 / Chapter 第六章 --- 实习教师身份发展的主要影响因素 --- p.243 / Chapter 第一节 --- 传记性因素 --- p.243 / Chapter 第二节 --- 情境性因素 --- p.247 / Chapter 第三节 --- 经历性因素 --- p.263 / Chapter 第四节 --- 小结 --- p.275 / Chapter 第七章 --- 结论 --- p.277 / Chapter 第一节 --- 研究的结论 --- p.277 / Chapter 第二节 --- 研究意义 --- p.285 / Chapter 第三节 --- 研究反思与建议 --- p.292 / Chapter 附录一 --- 第一次访谈提纲 --- p.296 / Chapter 附录二 --- 第二次访谈提纲 --- p.298 / Chapter 附录三 --- 第三次访谈提纲 --- p.300 / Chapter 附录四 --- 文献综述中的“学教 --- p.300 / 参考文献 --- p.304

Set within a discursive field of humanist and neoliberal thought, this post-qualitative study attended to student teachers’ “stuck moments” in a university-based, social justice-oriented teacher education program (SJTE). It sought to problematize the familiar tendency of ascribing student teachers’ stuck moments as symptomatic of the theory-practice gap, an argument frequently lobbied by policy makers to dismantle university-based teacher education in favor of alternative (read: more lucrative) programs. Challenging the representational logic that undergirds prevailing conceptualizations of stuckness and the theory-practice gap obsession in teacher education, this study conceptualized stuck moments as a fluid, moving assemblage of bodies (human and nonhuman), and discursive, affective, and material forces. Informed by posthumanist theories of affect, this case study of six preservice teachers enrolled in an SJTE program used a rhizomatic mapping process that entailed assembling a series of wonder cabinets to map the discursive, affective, and material forces that shape student teachers’ stuck moment(s) and explore what these stuck moments do to student teachers. Data sources included field notes and jottings, individual and group conversations, and the creation of wonder cabinets of stuckness. The findings of this study suggest that the materiality of field placement sites (i.e., the physical and discursive), the pressure on student teachers to achieve teaching mastery, participants’ desire to have an impact on their students, and the challenges of enacting critical/justice practices, constitute the stuck moment assemblage. These constituting elements also illuminate the infiltration of learning discourses in student teachers’ stuckness. With their focus on mastery, normative teacher identity categories, measurable goals, and telos-driven progress narratives, learning discourses—while seductive for student teachers—collide with the tenuousness and uncertainty of social justice work. These discourses also generate and intensify the negative affects that animate student teachers’ stuck moments. These affects include, among others, worry, shame, and loneliness. This research foregrounds how stuckness holds the potential to simultaneously expose and oppose the conflicting discourses, affective attachments, and intensities, that student teachers encounter as they navigate through the various spaces of their SJTE program.

Novice science teachers struggle to incorporate reform-based perspectives of teaching and learning into their planning and instruction. Some argue that this is due to a mismatch between teachers’ beliefs and the goals of reform. However, it is widely recognized that the relationship between teachers’ beliefs and science teaching is tenuous at best. Previous attempts to understand the mismatch between preservice teachers’ espoused beliefs and their classroom practices draw upon models of teacher cognition that consider beliefs and knowledge as the main drivers of their actions. In this study I use a goal-driven model of science teacher cognition as my theoretical framework. This model posits that classroom practices are an attempt to achieve particular goals. Based on this model, I conducted a cross-case analysis using qualitative methods to examine the relationship between teachers’ beliefs, knowledge, and goals and the types of learning opportunities they design. Data were collected through participant interviews and document analysis. Findings are consistent with the theoretical premises of this model, suggesting that the goals teachers pursue are influenced by their beliefs about teaching and learning science, together with the contextual characteristics of their placement. Findings suggest that the design and enactment of high cognitive demand learning tasks is facilitated by several factors. First, preservice teachers need to operationalize their beliefs into learning goals for their students, including explicit epistemic goals that seek to engage students in the use of science practices to make sense of disciplinary ideas. Second, in order to achieve their goals, preservice science teachers need to learn how to design scaffolds that bridge students’ classroom practices with the practices of the discipline to make sense of scientific ideas. Finally, the goals of the teacher education program, the school, and the personal goals that preservice teachers aim to pursue may conflict; whether and how they solve these conflicts influence the cognitive demand of the tasks they design. This study suggests that helping student teachers develop and pursuing goals that characterize high cognitive demand tasks have the potential to improve their teaching practices.

林一鋼. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 227-242). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 227-242). / Lin Yigang.

This study examined student teachers' explicit and implicit perceptions of ADHD and the relationship between perceptions of ADHD and social desirability. In addition, the relationship between a current measure of implicit perceptions of ADHD and one that was adapted for this study was also investigated. Findings indicate that student teachers view a student portrayed as exhibiting symptoms consistent with ADHD more negatively than a "normal" child in terms of their self-reported first impressions of the child as well as their predictions for the child's future success. Participants' perceptions, as measured by two implicit measures, however, were mixed, with results from one measure indicative of neutral attitudes toward ADHD, while results from another measure were suggestive of an implicit attitude bias against ADHD behaviors. Overall, social desirability did not appear to be meaningfully associated with student teachers' implicit or explicit perceptions of ADHD. The key findings seem to indicate that student teachers generally exhibit more negative perceptions of stereotypical ADHD behaviors than "normal" behaviors. Two measures of student teachers' implicit perceptions of ADHD were not significantly related.

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 302-305). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 161-164). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 114-122). Also available in print.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed April 12, 2007. Dissertation Committee: Thomas Crumpler (chair), Anthony Lorsbach, Mary Murray Autry, Patricia Harrington Klass. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.