Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system

Marcel Graus*, Ankie van de Broek, Paul Hennissen, Trudie Schils

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Reflective writing by student teachers on their experiences is a key factor in the development of a teacher identity. Being able to identify aspects of teacher identity in written reflections, provides insight in the process of student teachers’ professional development. Starting from a model that conceptualises teacher identity learning, we developed a category system that supports the identification of these aspects. Content elements and identity learning concepts were taken from theory, to form the basis of a category system. This category system facilitates disentangling aspects of teacher identity learning from reflective blogs in a reliable manner.
Original languageEnglish
Article number103624
Number of pages15
JournalTeaching and Teacher Education
Volume111
DOIs
Publication statusPublished - Mar 2022

Keywords

  • Teacher identity
  • identity learning
  • online guidance
  • reflective blogs
  • teacher education
  • Online guidance
  • EDUCATION
  • Reflective blogs
  • AGENCY
  • Teacher education
  • OWNERSHIP
  • SENSE
  • Identity learning

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