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ARTYKUŁY
KWARTALNIKPEDAGOGICZNY
2021NUMER4(262)
ISSN0023-5938
e-ISSN2657-6007
CreativeCommons:Uznanieautorstwa3.0PL(CCBY)
DOI:https://doi.org/10.31338/2657-6007.kp.2021-4.1
MartinHagan
St.Mary’sUniversityCollege*
E-mail:m.hagan@smucb.ac.uk
ORCID:0000-0002-0672-4873
Summary
Thisstudyconsiderstheroleofthepracticuminsupportingprofessionalidentitydevelopment
intheinitialstageofteachereducation.Employinganinterpretativeparadigmandaqualitative
methodologicalapproach(Lincoln&Guba,2000),datawerecollectedfromapurposive
sampleofstudentteachers(n=6)inthefirstyearofstudy,usingindividualsemi-structured
interviewsandepisodicdocuments.Thefindingsshowthatemergingteacheridentitywas
informedbutalsochallengedbytheparticipants’engagementwithpupils,otherteachersand
visitingtutors.Collectively,theseinfluenceseffectedshiftsintheparticipants’constructs
onteachingandpromptedchangeintheirperceptionofthemselvesandothersasteachers.
Thestudyprovidesforanimprovedunderstandingofteachergrowthinthefirststageof
careerdevelopment.Bysodoing,itmakesavalidcontributiontothediscourseoninitial
teachereducationtobetterinformteachereducatorsandpolicymakersinrelationtoteacher
professionallearning.
Keywords:practicum,teachereducation,professionallearning,professionalidentity
Introduction
Interestinteachers’professionalidentitybegantodevelopfromthelate
1980s,primarilyinEurope,NorthAmerica,Australiaandtoalesserextent,the
UK(Beijaard,Meijer,&Verloop,2004).AkkermanandMeijer(2011)suggest
*Address:St.Mary’sUniversityCollege,191FallsRoad,Belfast,BT126FE,NorthernIreland
**ThepublicationwasfinancedbytheUniversityofWarsaw.
