Reflective Practice and Teacher Identities



While it is widely accepted that teacher training should engage with teacher identity, the pedagogic approaches teacher educators should use to foster this are less clearly established. An unexpected finding of our study of the Real-Time Coaching for Pre-service Teachers Model is that it positively influenced the identity development of pre-service teachers. As the pre-service teachers experienced the model, we saw them reflect upon and conceptualise their teaching practice in a variety of ways related to their identity as teachers and values as educators.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Garth Stahl
    • 1
  • Erica Sharplin
    • 2
  • Benjamin Kehrwald
    • 3
  1. 1.University of South AustraliaMawson LakesAustralia
  2. 2.University of South AustraliaMawson LakesAustralia
  3. 3.University of South AustraliaAdelaideAustralia

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