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Student teachers’ professional identity: A review of research contributions |
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| Institution: | 1. Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, the Netherlands;2. Centre for Applied Research in Education (CARE), Amsterdam University of Applied Sciences, Amsterdam, the Netherlands;3. Department of Psychology, Education and Child Studies, Faculty of Social Science, Erasmus University Rotterdam, Rotterdam, the Netherlands;1. Shanghai University of Finance and Economics, Shanghai, China;2. Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, China |
| Abstract: | Twenty-two empirical studies on student teachers' professional identity were selected for this review. In this paper we present important implications for current and future research on student teachers' professional identity by focusing on the discussion of key-issues associated with it. We also discuss the studies’ contributions and implications for initial teacher education and future research. Based on this discussion, we present a working definition of professional identity and consider which are the current emerging research issues. |
| Keywords: | Professional identity Student teachers Initial teacher education Higher education |
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