English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

A growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-related subjects. Results suggest that students are, nevertheless, able to envisage a surprising variability and detail in their essays that underwent mix-method analysis. The most commonly occurring traits were grouped under five larger themes, focusing on personality and teacher self, teacher-student interaction, classroom teaching abilities, becoming members of a community of teachers, and altruistic goals. These teacher selves are mostly realistic and positive, with a clear understanding of the dynamism that teacher identity is formed as on ongoing process. It is argued that learning about freshly admitted students’ views related to teaching serves as valuable information to enhance pre-service teacher education programs.

Imagined future teacher self at the point of entry to teacher education