Identity Expectations in Early Childhood Teacher Education: Pre-Service Teachers’ Memories of Prior Experiences and Reasons for Entry into the Profession
Référence bibliographique 
Chang-Kredl, Sandra et Kingsley, Sarah. 2014. «Identity Expectations in Early Childhood Teacher Education: Pre-Service Teachers’ Memories of Prior Experiences and Reasons for Entry into the Profession ». Teaching and Teacher Education, vol. 43, p. 27-36.
Intentions : «In the context of high levels of attrition amongst new teachers (Ingersoll, 2012; Jalongo & Heider, 2006), the purpose of this paper is to explore the identity experiences of pre-service teachers […].» (p. 27)
Échantillon/Matériau : «The participants were  full-time, first or second year undergraduate students. [...] A number of approaches to reflective work with pre-service teachers have been reported, including: autobiographical writing (Cattley, 2007; Estola, 2003), pre-service teacher portfolios (Antonek, Mccormick, & Donato, 1997), reflective discussion groups (Chitpin & Simon, 2009; Webb, 2005), and video reflections (Maclean & White, 2007).» (p. 30)
Type de traitement des données : Analyse de contenu
«[T]he results indicate that the areas of prior experiences the pre-service teachers referred to included many school and work memories, as well as a fair number of family memories.» (p. 34) «In terms of the 18 references to family experiences, six students referred to the experiences of immediate family members. Four of the six memories were negative, for instance, a sibling with special needs who met with an unresponsive teacher. Five students referred to positive childhood and adolescent memories of caring for a younger family member (e.g., #29: “As the oldest child in the family, it was often my job to look after my little cousins, and I loved being in charge”). Six students referred to memories of their parents; five were positive memories, for instance, of being supported by a parent during a stressful adjustment to prekindergarten or memories of parents as teachers (#28: “I was drawn to becoming a teacher because my mother was a teacher. We talked so much about school during dinner”).» (p. 31)