Abstract
The underlying assumption in teacher training programs is that formulating a pedagogical identity is an integral part of the process via which an education student becomes an education professional, who can support and defend her approach and actions, and therefore become a better educator. The literature shows that developing a pedagogical credo can support a process that renders teachers. However, it is not clear how we can support this process, and how to incentivize it. Furthermore, we need to explore how we can support and help student teachers shape their visions. Meanwhile, there is ongoing tension between postmodern educational theory and philosophy that encourages change on one hand, and traditional institutional culture that encourages conservatism on the other. Complicating this is the fact that most teachers are female, so gender power relations are yet another perspective to be considered in the positioning process of incoming teachers. This situation requires them to decide whether to change or to assimilate, and because of this, many newer teachers quit teaching, or burn out early in their careers. This paper is based on semi-structured interviews with 12 female education students. The interviews examined the development of a pedagogical credo based on feminist pedagogy after one year of student teaching. The underlying assumption is that creating a space anchored in feminist principles offers female education students a significant learning experience and the opportunity for personal exploration that gives visibility and a voice to an array of personal identities.
Author Information
Sigal Oppenhaim-Shachar, Bar Ilan University & Levinsky College of Education, Israel
Paper Information
Conference: ECE2017
Stream: Professional Concerns, Training and Development
This paper is part of the ECE2017 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress