Student History teachers’ personal theories on teaching: Autobiographies and their emerging professional identities

Authors

  • Johan Wassermann University of KwaZulu-Natal

Keywords:

Philosophy of teaching, Professional identities, Teaching autobiographies, History education, Student history teachers, Theories on teaching

Abstract

Philosophy of teaching statements are autobiographical reflective statements on teaching and learning. Such statements can therefore be regarded as a window into the professional identities of teachers, and are increasingly called for internationally when promotion and appointments are considered. In this paper the philosophy of teaching statements of final-year History Education student teachers, are used as the units of analysis. Although meaningful themes on their emerging professional identities as prospective History teachers materialised, in the article I argue that their philosophy of teaching statements were burdened by constraints such as a lack of experience and the educational context they found themselves in. In conclusion I contend that although the philosophy of teaching statements provided nothing more than a porthole into the multilayered emerging professional identities of the History student teachers it gave the latter the opportunity to develop a picture of themselves as History teachers.

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Published

2021-06-17

How to Cite

Student History teachers’ personal theories on teaching: Autobiographies and their emerging professional identities . (2021). Yesterday & Today Journal for History Education in South Africa and Abroad, 4. https://upjournals.up.ac.za/index.php/yesterday_and_today/article/view/2314

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