[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589031-105":59,"doc-detail-589031-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","beginning-student-teachers-professional-identity-abstract","Beginning Student Teachers’ Professional Identity - Abstract","","This article investigates beginning first-year student teachers’ professional identity through their beliefs about what it means to be a teacher. The study draws on Austrian teacher students (N=18) and examines how convictions shape professional identity at the start of teacher education. Inductive content analysis combines all statements (N=401), yielding a unified synthesis organized into three categories: the “ideal” teacher, “good” teaching, and the “optimal” working environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beginning-student-teachers-professional-identity-abstract/589031/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beginning-student-teachers-professional-identity-abstract/589031.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about student teachers’ professional identity?","Question",{"text":112,"@type":113},"It examines beginning first-year Austrian student teachers’ professional identity through their beliefs about being a teacher, teaching, and teachers’ work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data analyzed and what did the analysis produce?",{"text":117,"@type":113},"The study used inductive content analysis to combine all statements (N=401), forming a unified synthesis of professional identity.",{"name":119,"@type":110,"acceptedAnswer":120},"What three main categories structure the findings?",{"text":121,"@type":113},"The results organize student teachers’ professional identity into three categories: the “ideal” teacher, “good” teaching, and the “optimal” working environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589031,1792167519,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","BEGINNING STUDENT TEACHERS’ PROFESSIONAL IDENTITY1  \nGregor STEINBEISS  \nAbstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found:  \nthe “ideal” teacher,“good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.  \nKey words: Teacher identity, teachers’ professional identity, beliefs about teaching, teachers’professional development, beginning student teachers, teacher education  \n1. Introduction  \nResearch on teachers’ professional identity has gained considerable attention during the past two decades, and has established itself as an independent approach. Multiple scholars highlight the importance of professional identity development in pre-and in-service teachers (Akkerman & Meijer, 2011; Beijaard & Meijer, 2017; Hong, Cross, & Schutz, 2018, Nickel & Zimmer, 2018, Zembylas & Chubbuck, 2018) . Both groups undergo individual developmental processes throughout a teacher’s career; and especially teacher education plays a pivotal role in the early development of a teacher. This growing interest in professional identity development aligns with the increasing emphasis on the role of beliefs, emotions, passion, commitment, motivation, and agency. Teachers’ professional identity has been linked to tensions between personal beliefs and social demands (Pillen, Beijaard, & den Brok, 2013), emotional and motivational aspects (Zembylas & Chubbuck, 2018), the notion of one’s self, and sense-making of one’s work (Beijaard & Meijer, 2017) . It is considered to be an important factor in understanding the conceptions about a teacher’s role, the choice of teaching methods, and the actions teachers choose in their professional life (Hong et al., 2018) .  \nPrevious studies have shown that at the beginning of teacher education, student teachers’ professional identity includes a large number of strong beliefs about the work of a teacher. Inevitable, these beliefs are strongly influenced by their previous educational experiences. For example, Lamote and Engels (2010) state, that at the beginning of teacher education students follow a strong pupil-orientated approach to teaching. Student-centered activities and personal development of the pupils were highlighted. Maaranen, Pitkäniemi, Stenberg, and Karlsson (2016) indicate that pre-service teachers have strong idealistic notions of a “good” teacher, “good” teaching, and a “good” teaching environment. Morally high values, classroom justice, high aims, and the best interest of the child are mentioned as core values of beginning student teachers. While such idealistic beliefs are desirable  \n1 This paper was presented at the TDID Doctoral Students’ Conference, 14-16 May 2020.  \nthroughout the whole career of a teacher, the real situation of pupils and their social environment, school, community, educational institutions, and broader stakeholder groups might be different. As a result, a discourse arises between personal beliefs about the qualities and methods of a \"good teacher\"and other stakeholders. P","cbCaisoIUJeppk4w","https://ap.wps.com/l/cbCaisoIUJeppk4w","pdf",389793,14,"English","# Introduction\n## Teachers’ professional identity development\n# Theoretical background\n## Teachers’ professional identity","[{\"question\":\"What does the study investigate about student teachers’ professional identity?\",\"answer\":\"It examines beginning first-year Austrian student teachers’ professional identity through their beliefs about being a teacher, teaching, and teachers’ work.\"},{\"question\":\"How was the data analyzed and what did the analysis produce?\",\"answer\":\"The study used inductive content analysis to combine all statements (N=401), forming a unified synthesis of professional identity.\"},{\"question\":\"What three main categories structure the findings?\",\"answer\":\"The results organize student teachers’ professional identity into three categories: the “ideal” teacher, “good” teaching, and the “optimal” working environment.\"}]","Beginning Student Teachers’ Professional Identity - Abstract | PDF",1792066413,35]