The role of teacher identities in learning to teach primary literacy

Twiselton, Samantha (2004) The role of teacher identities in learning to teach primary literacy. Educational Review, 56 (2). pp. 157-164. Full text not available from this repository.

Official URL: http://www.informaworld.com/smpp/192913472-6641490...

Abstract

In this article activity theory is used to enable an analysis of how three types of student teachers interpret literacy learning while in classrooms. The implications of these interpretations and how they are supported by the social practices of the schools are discussed in terms of the formation of teachers' professional identities. Finally the implications of this analysis for Initial Teacher Education are examined

Item Type: Article
Journal or Publication Title: Educational Review
Publisher: Routledge
ISSN: 0013-1911 (print); 1465-3397 (online)
Related URL(s):
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education > Early Years and Primary Undergraduate Partnership QG
Depositing User: Insight Administrator
Date Deposited: 12 Nov 2010 14:19
Last Modified: 26 Aug 2016 16:08
URI: http://insight.cumbria.ac.uk/id/eprint/577

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