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<https://discovery.ucl.ac.uk/id/eprint/10020555> <http://purl.org/ontology/bibo/abstract> "The concept of the self is undergoing a revival of interest part of which centres\non its dynamical properties and capacity for change. That self-concept can\nchange is no longer a contested idea, the key question is how? One\nexplanation, examined in this thesis, is that possible selves (Markus and Nurius,\n1986) play a central, systemic, role in the self-regulation of self-concept.\nThe thesis examines change in self-concept as a teacher occurring during and\nafter a programme of initial teacher training (ITT) in order to contribute to\nknowledge and to inform educators and trainers about the process of personal\nand professional change. The research question asks: How are actual and\npossible selves involved in the development of self-concept as a teacher? What\nrole does self-regulation play in the process of transformation?\nFollowing Sternberg (1997), the many metaphors for self-concept extant were\ncatalogued to create a synoptic overview of the literature. This was refined,\nusing the systemic and dimensional properties of each metaphor, to create a\ndynamical perspective and presented as a Metaphor Matrix of Self-Concept.\nThe matrix, plus a review of teacher training literature and research studies on\nteachers' lives, was used to inform the empirical research for the thesis, a fourstage\nlongitudinal study of 19 trainees completing a course of ITT collecting\ndata at each stage using semi-structured interviews.\nAlthough most trainees felt personally unchanged, reflective and deliberate\npractice during training stimulated interactive changes in actual and ideal self as\na teacher. Once in post as qualified teachers, both constructs became focused\non coping with daily routine. Overall, the thesis provides an alternative\nperspective on the self-concept literature, a revised interpretation of the\npossible selves construct, a novel explanation of the way self-concept as a\nteacher develops, and offers practical strategies for supporting CPD in schools\npost-training."^^<http://www.w3.org/2001/XMLSchema#string> .
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