The Role of Crisis in the Development of Student Teachers’ Professional Identity

Abstract

One of my biology student teachers two years ago, Roeland, age 25, was teaching three groups of pupils at a secondary school. He had signed up for teacher education because he could not find his ‘dream’ job – being a university teacher – and following the teacher education programme seemed to be ‘not a big waste of time’ because in his plans he also had to teach, but to university students. To give some contextual information: the teacher education programme where I was working is built as a dual programme, so that student teachers start teaching right from the start, parallel to following courses and seminars at the institute. It is also a post-masters programme, so Roeland already had a master’s degree in biology. Roeland came to my office during the autumn fall holidays – after two months of teaching. He was in serious crisis, at school and in his personal life as well. 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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