Waine, Lindsey;
(2022)
Teacher education and the development of teacher professional identity: a comparative analysis of student teachers' experiences in Germany, France and England.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
Student teachers today must be equipped with a wide repertoire of skills to meet the challenges of increasingly complex, diverse and inclusive classrooms. At a time when many countries in Europe are facing teacher shortages, it is vital that student teachers develop a strong teacher professional identity. This study examines how student teachers in Germany, France and England construct this identity and provides fresh insights into the powerful influence that the social and cultural context has on teacher education and conceptions of the teacher’s role. As such, the study addresses a gap in empirical comparative research looking in depth at student teachers’ experiences in these countries. Professional identity formation is understood as a fluid and dynamic process, developed through events, experiences and interactions and firmly rooted in the historical and sociocultural context. Compelling narratives produced from interviews with student teachers in each of these countries are analysed comparatively to identify key themes. A new, original analytical model is applied that charts student teachers’ professional journeys in three distinct but interconnected stages that begin at school and incorporate theoretical and practical elements of teacher education. The research found that all the participants recognised the didactical and pedagogical skills needed for today’s classroom and all prioritised the practicum over academic elements of their programmes. Both structural and perceptual barriers resulted in a disconnection of theory and practice experienced by all participants. Divergences were found in the motives for becoming a teacher and in the intentional use of pre teacher education experiences as a testing ground for career choice. The recourse to rubrics of competences to assess teaching was common to all participants, however, whilst this constrained the practice of English student teachers, it was perceived very differently in Germany and France. This perception led to significant differences in the level of professional autonomy student teachers expected to have in their future role and how this was reflected in teachers’ status in society.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Teacher education and the development of teacher professional identity: a comparative analysis of student teachers' experiences in Germany, France and England |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10145036 |
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