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Teachers and Teaching
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Volume 13, 2007 - Issue 4
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Original Articles

Developing professional identities and knowledge: becoming primary teachers

Robin G. Smith Sheffield Hallam University, UKCorrespondence[email protected]
Pages 377-397 | Published online: 08 Jun 2007

Citations (42)

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Karen Blackmore, Colin Howard & Alison Kington. (2018) Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity. European Journal of Teacher Education 41:4, pages 529-548.
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Fiona King. (2016) Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development 20:4, pages 574-594.
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Hugh Busher, Müge Gündüz, Melek Cakmak & Tony Lawson. (2015) Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education 45:3, pages 445-466.
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Emese Bukor. (2015) Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves. Teachers and Teaching 21:3, pages 305-327.
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Julie A. Luft, Shannon L. Dubois, Ryan S. Nixon & Benjamin K. Campbell. (2015) Supporting newly hired teachers of science: attaining teacher professional standards. Studies in Science Education 51:1, pages 1-48.
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Carey Philpott. (2015) Creating an in-school pastoral system for student teachers in school-based initial teacher education. Pastoral Care in Education 33:1, pages 8-19.
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Beatrice Avalos & Martín Bascopé. (2014) Future teacher trajectory research: Its contribution to teacher education and policy. Education as Change 18:sup1, pages S19-S32.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Fiona King. (2014) Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education 40:1, pages 89-111.
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Leanne Crosswell & Denise Beutel. (2013) A bridge over troubling waters: a snapshot of teacher graduates' perceptions of their ongoing professional learning needs. Asia-Pacific Journal of Teacher Education 41:2, pages 144-158.
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David L. Brody & Hindy Cohen. (2012) “Touch It Lightly”: Israeli Students' Construction of Pedagogical Paradigms About an Emotionally Laden Topic. Journal of Early Childhood Teacher Education 33:3, pages 269-286.
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Harri Pitkäniemi. (2010) How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions. Education Inquiry 1:3, pages 157-175.
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Erika Löfström, Katrin Poom‐Valickis, MarkkuS. Hannula & SamuelR. Mathews. (2010) Supporting emerging teacher identities: can we identify teacher potential among students?. European Journal of Teacher Education 33:2, pages 167-184.
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Sinikka Kaartinen. (2009) Meaningfulness via participation: sociocultural practices for teacher learning and development. Teachers and Teaching 15:5, pages 601-616.
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Articles from other publishers (28)

Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Anna Llewellyn. (2023) “Because I live it.”: LGB teacher identities, as professional, personal, and political. Frontiers in Education 8.
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Rexwhite Tega Enakrire & Hanlie Smuts. (2022) Knowledge Retention for Enhanced Organisational Growth in Higher Education Institutions. Journal of Information & Knowledge Management 22:01.
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Johanna Larsson, John Airey, Anna T. Danielsson & Eva Lundqvist. (2018) A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators. Research in Science Education 50:6, pages 2559-2585.
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Samuel Stones & Jonathan Glazzard. (2020) Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers. Frontiers in Sociology 5.
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Deborah Trevallion. 2020. Food Education and Food Technology in School Curricula. Food Education and Food Technology in School Curricula 167 182 .
나은주 & 김영근. (2019) A Qualitative Study of Undergraduate Students in Counseling Major on Counselor Professional Identity Development As a Preliminary Counselor: Focusing on The Experience of Counseling Practice. Korea Journal of Counseling 20:6, pages 45-69.
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Karen Blackmore. (2019) Asking the right questions. International Journal of Mentoring and Coaching in Education 8:3, pages 163-181.
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Ryan S. Nixon, Leigh K. Smith & Richard R. Sudweeks. (2018) Elementary teachers’ science subject matter knowledge across the teacher career cycle. Journal of Research in Science Teaching 56:6, pages 707-731.
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Hendrik Lohse-Bossenz, Doris Holzberger, Olga Kunina-Habenicht, Tina Seidel & Mareike Kunter. (2018) Wie fach(un)abhängig ist bildungswissenschaftliches Wissen?How subject-(in)dependent is general pedagogical knowledge?. Zeitschrift für Erziehungswissenschaft 21:5, pages 991-1019.
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Michalinos Zembylas & Sharon Chubbuck. 2018. Research on Teacher Identity. Research on Teacher Identity 183 193 .
Denise MacGregor. 2018. Handbook of Technology Education. Handbook of Technology Education 661 683 .
M. Martha Lengeling, Irasema Mora Pablo & Blanca Lucía Barrios Gasca. (2017) Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico. PROFILE Issues in Teachers' Professional Development 19:1, pages 41.
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Denise MacGregor. 2017. Contemporary Research in Technology Education. Contemporary Research in Technology Education 143 159 .
Beatrice Ávalos & Juan Pablo Valenzuela. (2016) Education for all and attrition/retention of new teachers: A trajectory study in Chile. International Journal of Educational Development 49, pages 279-290.
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Beatrice Avalos. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 487 522 .
Anna T. Danielsson & Paul Warwick. 2016. Studying Science Teacher Identity. Studying Science Teacher Identity 71 88 .
Anna T. Danielsson & Paul Warwick. 2016. Studying Science Teacher Identity. Studying Science Teacher Identity 71 88 .
Denise MacGregor. 2018. Encyclopedia of Coastal Science. Encyclopedia of Coastal Science 1 23 .
Marie Botha & Elirea Bornman. (2015) Die integrasie van Wiskunde, Wetenskap en Tegnologie in vroeëkinderonderwys en die grondslagfase: Die rol van die professionele identiteitsvorming van beginneronderwysers. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 34:1.
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Carmen Montecinos, Horacio Walker & Felipe Maldonado. (2015) School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile. Teaching and Teacher Education 49, pages 1-10.
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Julie M. MossDonna M. GibsonColette T. Dollarhide. (2014) Professional Identity Development: A Grounded Theory of Transformational Tasks of Counselors. Journal of Counseling & Development 92:1, pages 3-12.
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Myron D. Friesen & Susan C. Besley. (2013) Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education 36, pages 23-32.
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Jonathan Glazzard. (2013) A critical interrogation of the contemporary discourses associated with inclusive education in England. Journal of Research in Special Educational Needs 13:3, pages 182-188.
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Denise MacGregor. 2013. Transfer, Transitions and Transformations of Learning. Transfer, Transitions and Transformations of Learning 133 147 .
Fiona King. (2011) The role of leadership in developing and sustaining teachers' professional learning. Management in Education 25:4, pages 149-155.
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Anne Rath. 2010. Handbook of Reflection and Reflective Inquiry. Handbook of Reflection and Reflective Inquiry 489 515 .
Marja Nurmilaakso. (2009) Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers. Journal of Teacher Education for Sustainability 11:1, pages 75-85.
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