Negotiating psychological disturbance in pre-service teacher education |
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| Institution: | 1. Department of Endocrinology and Internal Medicine and Medical Research Laboratories, Aarhus University Hospital, Aarhus, Denmark;2. Department of Cardiology, Aarhus University Hospital, Aarhus, Denmark;3. Department of Aerospace Engineering and Engineering Mechanics, CEAS, University of Cincinnati, Cincinnati, OH, USA;4. UC Department of Otolaryngology – Head and Neck Surgery, Cincinnati, OH, USA;5. UC Department of Pediatrics, Cincinnati, OH, USA;6. Division of Endocrinology, Cincinnati Children''s Hospital Medical Center, Cincinnati, OH, USA;7. Cardiovascular Imaging Department, Cardiothoracic Unit, Great Ormond Street Hospital for Children NHS Foundation Trust, London WC1N 3JH, United Kingdom;8. Department of Molecular Medicine, Aarhus University Hospital, Aarhus, Denmark;1. Department of Cardiac Surgery and Cardiology, Epworth Richmond Hospital, Melbourne, Vic, Australia;2. University of Melbourne, Melbourne, Vic, Australia;3. Neuroendocrine Tumour Service, Peter MacCallum Cancer Centre, Melbourne, Vic, Australia;4. Nuclear Medicine Department, Peter MacCallum Cancer Centre, Melbourne, Vic, Australia;5. Sir Peter MacCallum Department of Oncology, The University of Melbourne, Melbourne, Vic, Australia;6. Department of Cardiothoracic Surgery and Cardiology, Royal Melbourne Hospital, Melbourne, Vic, Australia;7. Department of Medical Oncology, Peter MacCallum Cancer Centre, Melbourne, Vic, Australia |
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| Abstract: | This article describes the results of studies into the intrapsychic disturbance experienced by student teachers. The process of becoming a teacher is explored in terms of transition and the emergence of a teacher identity. Interview data were developed into case study narratives around the theme of an emerging professional teacher self. The study drew on psychoanalytic theory to interpret the potential conflict between the students’ emerging identity and a historical, non-professional self. The fourth and final case study presented here illustrates how one student used an extended piece of personal writing during her pre-service course to explore her emerging teacher identity. |
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