ABSTRACT

Despite a growing awareness of the importance of future-oriented reflective practices among teacher-education researchers, there is a gap in the literature regarding the question of whether and in what way these kinds of written reflections promote the development of student teachers’ professional identity. To fill this gap, the current study aims to explore the contribution of future-oriented discourse within written reflective narratives to the shaping of student teachers’ professional identity. The participants of the study were 16 student teachers in their first year of studies towards a B.Ed. degree with a specialisation in science education. The data were obtained from the student teachers’ reflective reports (n = 32) submitted at the end of both the first and the second semesters. The data were analysed combining linguistic and content analyses. The main finding of the current study is that this kind of reflective practice contributes to the development of student teachers’ professional identity in three main ways: It allows them to (1) predict the kind of teachers they are going to be, (2) formulate expectations of themselves as teachers, and (3) express concerns regarding their future as teachers.

摘要

尽管教师教育研究人员越来越意识到面向未来的反思实践的重要性，但关于这些书面反思是否以及以何种方式促进学生教师专业身份发展的问题，文献中仍存在空白。为了填补这一空白，本研究旨在探讨书面反思性叙事中面向未来的话语对塑造学生教师专业身份的贡献。该研究的参与者是 16 名在第一年攻读学士学位的学生教师。科学教育专业学位。数据来源于学生教师的反思报告（n= 32) 在第一学期和第二学期结束时提交。结合语言和内容分析对数据进行了分析。当前研究的主要发现是，这种反思实践在三个主要方面有助于学生教师职业认同的发展：它使他们能够（1）预测他们将成为什么样的教师，（2）制定对自己作为教师的期望，以及 (3) 表达对他们作为教师的未来的担忧。