Smith, John Devlin;
(2008)
Change in self-concept as a teacher during and after a course of initial teacher training : A longitudinal study.
Doctoral thesis , Institute of Education, University of London.
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Abstract
The concept of the self is undergoing a revival of interest part of which centres on its dynamical properties and capacity for change. That self-concept can change is no longer a contested idea, the key question is how? One explanation, examined in this thesis, is that possible selves (Markus and Nurius, 1986) play a central, systemic, role in the self-regulation of self-concept. The thesis examines change in self-concept as a teacher occurring during and after a programme of initial teacher training (ITT) in order to contribute to knowledge and to inform educators and trainers about the process of personal and professional change. The research question asks: How are actual and possible selves involved in the development of self-concept as a teacher? What role does self-regulation play in the process of transformation? Following Sternberg (1997), the many metaphors for self-concept extant were catalogued to create a synoptic overview of the literature. This was refined, using the systemic and dimensional properties of each metaphor, to create a dynamical perspective and presented as a Metaphor Matrix of Self-Concept. The matrix, plus a review of teacher training literature and research studies on teachers' lives, was used to inform the empirical research for the thesis, a fourstage longitudinal study of 19 trainees completing a course of ITT collecting data at each stage using semi-structured interviews. Although most trainees felt personally unchanged, reflective and deliberate practice during training stimulated interactive changes in actual and ideal self as a teacher. Once in post as qualified teachers, both constructs became focused on coping with daily routine. Overall, the thesis provides an alternative perspective on the self-concept literature, a revised interpretation of the possible selves construct, a novel explanation of the way self-concept as a teacher develops, and offers practical strategies for supporting CPD in schools post-training.
| Type: | Thesis (Doctoral) |
|---|---|
| Title: | Change in self-concept as a teacher during and after a course of initial teacher training : A longitudinal study |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl... |
| Language: | English |
| Additional information: | Thesis: (PhD) University of London Institute of Education, 2009. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10020555 |
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