Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities.
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Date
Authors
Wassermann, Johan
Journal Title
Journal ISSN
Volume Title
Publisher
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
Abstract
Philosophy of teaching statements are autobiographical reflective statements
on teaching and learning. Such statements can therefore be regarded as a
window into the professional identities of teachers, and are increasingly called
for internationally when promotion and appointments are considered. In this
paper the philosophy of teaching statements of final-year History Education
student teachers, are used as the units of analysis. Although meaningful themes
on their emerging professional identities as prospective History teachers
materialised, in the article I argue that their philosophy of teaching statements
were burdened by constraints such as a lack of experience and the educational
context they found themselves in. In conclusion I contend that although the
philosophy of teaching statements provided nothing more than a porthole
into the multilayered emerging professional identities of the History student
teachers it gave the latter the opportunity to develop a picture of themselves
as History teachers.
Description
Citation
Wasserman, J. 2009. Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities. Yesterday & today, 4:77-91, Oct. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]