This case-study examines how first-year educators renegotiated their teacher identities as they transitioned from pre-service teachers (PSTs) to professionals. Both participants graduated from the same Teacher Education Program (TEP) and conducted their student internship in the same school as their first year of teaching. The results of this…

Professional identity is a multifaceted and evolving concept that has been interpreted in various ways over time. In the context of education, teachers' self-efficacy is seen as a key factor that can influence the development of their professional identity. The current study aimed to explore two main objectives among novice Arab teachers in…

This exploratory study examines the evolving nature of Chinese pre-service teachers' identity in relation to their experiences of school-based learning to teach during an 8-week internship. The results suggest that the identities of the four Chinese pre-service teachers in this study are anchored by two dimensions: their commitment to teaching and…

This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher's narratives were investigated…

Building upon the concept of emotional labour, this study explores one pre-service teacher's emotional responses to her internship teaching experiences. Interviews, observations, and self-reflection statements revealed that her emotional struggles and tensions were generated, in part, from dissatisfaction with what she experienced as a gap between…

School internship is one of the most important phases of any teacher education programme. This is the stage where the student teachers apply the theoretical knowledge and skills they had acquired from the institute of teacher education in real life situations. School internship can be termed as a litmus test for a student teacher. National…

Recent literature of identity has demonstrated strong impact on teachers' professional development and formation in educational industry. This study explores the (re) identity negotiations and agency of five Thai pre-service student teachers majoring in English language who received their internships at a secondary school in Eastern Thailand.…

Relying on the framework of communities of practice and using qualitative case study methods, this study investigated three ESOL teacher candidates' identity negotiation as they learned to work with English language learners through coursework and internship experiences in a 13-month MATESOL program. The findings pointed out that the participants…

The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and internships and practical work in the schools. The purpose of this article is to familiarize the English-speaking community with French research via a study…

In this article, we present results from a research project in which the main aim was to understand students' decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher…

The purpose of this longitudinal study was to examine preservice and first-year music educators' perspectives on fieldwork activities embedded within a music teacher preparation program. One cohort of students was tracked for 2.5 years as they participated in an elementary teaching practicum, fulfilled the student teaching internship, and…

This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning. Contributions reflect on the successes and challenges that this particularly diverse group of students experience when undertaking work placement programs in a variety of…

This qualitative study reports on what was learned from two former teacher candidates, who engaged in self-affirmation writing exercises in an education seminar during their final semester in a teacher education program. Self-affirmations, as presented here, are brief psychological interventions designed to enhance the self-integrity of teacher…