Abstract
Learning to teach can be viewed as a process of becoming, a time of transition and transformation. It involves an examination of what one is doing and who one becomes, that is, one’s professional identity (Britzman, 1991, 2003). This chapter presents one aspect of the findings of a longitudinal study of the influences that shape beginning design and technology teachers’ professional knowledge and identity.
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Keywords
- Content Knowledge
- Focus Group Discussion
- Technology Education
- Professional Identity
- Professional Knowledge
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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MacGregor, D. (2013). Transforming Identities. In: Middleton, H.E., Baartman, L.K.J. (eds) Transfer, Transitions and Transformations of Learning. International Technology Education Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-437-6_10
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DOI: https://doi.org/10.1007/978-94-6209-437-6_10
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