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 / Publication Title: | Educational Review |
| Publisher: | Routledge |
| ISSN: | 0013-1911 (print); 1465-3397 (online) |
| Related URL(s): | |
| Departments: | Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG |
| Depositing User: | Insight Administrator |
| Date Deposited: | 12 Nov 2010 14:19 |
| Last Modified: | 11 Jan 2024 18:45 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/577 |
Share
Share
