Student teaching is fertile ground in which student teachers’ values and beliefs about teaching are challenged and supported through hands-on experiences, leading to the opportunity to modify their professional self-identities. This study examines the development of professional self-identity of five student teachers as it is presented in reflective journals during the student teaching semester. Results suggest that reflective writing about both negative and positive events provided rich opportunities for the pre-service teachers to express, examine, and adjust how they view themselves as emerging professionals in the classroom.
|Keywords:||Journaling, Pre-service Teachers, Self-Identity|
Professor, Teacher Education Department, Weber State University, Ogden, Utah, USA