Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535073
Title: Change in self-concept as a teacher during and after a course of initial teacher training : a longitudinal study
Author: Smith, John Devlin
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2008
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.535073  DOI: Not available
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