DIGITAL LIBRARY
USING THE CONCEPT OF ACTIVITY THEORY TO UNDERSTAND PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT: THE UNIVERSITY OF EDUCATION, WINNEBA MODEL
University of Education, Winneba (GHANA)
About this paper:
Appears in: INTED2013 Proceedings
Publication year: 2013
Pages: 2555-2560
ISBN: 978-84-616-2661-8
ISSN: 2340-1079
Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain
Abstract:
In an era of multiple educational initiatives, innovations and reconceptualization of the teacher as a refllective decision-maker, the teacher’s professional identity formation during the preparatory stage of the profession is worth considering. In this paper, I discuss the approach that the University of Education, Winneba has adopted in its student teacher preparation in the light of the teacher’s professional identity formation for an intellectual and leadership orientation in the teaching profession. If a teacher’s professional identity formation is considered to be constructed by the negotiations of its cultural, historical and activity processes, then local ways of teacher preparation by teacher education institutions is worth examining. Further, I examine the student teacher’s professional and task orientation during their school-based teaching experiences (teaching practicuum) in their final year of preparation.
Keywords:
Teacher professional identity, identity formation, cultural, historical activity theory (CHAT).