Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/36281

TitleTransitions in teacher education and professional identities: proceedings
Editor(s)Leite, Laurinda
Flores, Maria Assunção
Dourado, Luís Gonzaga Pereira
Vilaça, Teresa
Morgado, Sofia
KeywordsTeacher education
Teacher development
Transitions in teacher education
Teacher identities
Issue date2015
PublisherAssociation for Teacher Education in Europe (ATEE)
Universidade do Minho. Centro de Investigação em Educação (CIEd)
Abstract(s)The University of Minho, Braga, Portugal, was the host for the 2014 Annual Conference of the Association for Teacher Education in Europe (ATEE), which took place in August, from the 25th to the 27th. The Conference focused on Transitions in Teacher Education and Professional Identities looked at the transitions in teacher education and analysed different experiences in professional identity of (student) teachers from an international perspective. Three keywords may be identified: challenges in teaching, dilemmas in teacher education and in teacher educators’ role and current trends that are shaping teacher education in different contexts. Similar dilemmas and even contradictions have been identified in different settings with different modes of government intervention in teacher education in which content, structure and duration are also diverse but with similar features. Another key theme discussed at the Conference was the complexity of the concept of identity and also the contested nature of the transitions: transitions for what? How? Why? These transitions and shifts in teacher education and professional identities need to be examined within the context of current policies but also in the light of the complexities and contradictions of teaching as a profession. Teacher educators are also facing transitions in teacher education curricula but also regarding their own identities. These are complex processes that may include resistance and turbulence because transitions may be troublesome for many reasons. In this regard context and language matter but also the kinds of policies and practices that exist within teacher education. There are questions that remain unanswered. However, despite the differences, the dilemmas, and even the contradictions, teacher education can make a difference in professional identity development as was the case of successful experiences that have been described in the Conference.
TypeConference proceedings
URIhttp://hdl.handle.net/1822/36281
ISBN9789081563987
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Volume de Atas / Proceedings

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