[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599283-105":59,"doc-detail-599283-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","the-impact-of-external-contextual-factors-on-teaching-candidates","The Impact of External Contextual Factors on Teaching Candidates","","The study examines how external contextual factors shape teacher candidates’ identities, focusing on the relationship between candidates’ beliefs and how they demonstrate and represent teaching and learning in a nationally standardised portfolio assessment. Using metaphor analysis and stimulated recall, the research finds that cooperating teachers and scripted curricula severely constrain candidates’ teaching demonstrations and representations. Candidates nevertheless distinguish beliefs from enacted practice, suggest alignment strategies, and adopt temporary teaching identities while keeping commitments to good teaching and navigating assessment context to support identity development within education systems.",{"@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/the-impact-of-external-contextual-factors-on-teaching-candidates/599283/",{"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/the-impact-of-external-contextual-factors-on-teaching-candidates/599283.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What external factors influence teacher candidates’ identities in this study?","Question",{"text":112,"@type":113},"The study identifies cooperating teachers and scripted curricula as key external contextual factors constraining how candidates demonstrate and represent teaching and learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research investigate the relationship between beliefs and classroom representations?",{"text":117,"@type":113},"It uses metaphor analysis and stimulated recall to explore the link between teacher candidates’ beliefs and their teaching demonstrations/representations in a nationally standardised portfolio assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"Do teacher candidates change their beliefs as a result of these constraints?",{"text":121,"@type":113},"No. The study concludes that candidates do not change their core beliefs; instead, they take up temporary teaching identities while remaining committed to their beliefs about good teaching.","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},599283,1792121389,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.1072  \nThe Impact of External Contextual Factors on Teaching Candidates  \nAlexander S. Butler1  \n• The formation of a teacher’s identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates’identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates’ beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates’ teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates’ identities and what teacher education programmes need to do to strengthen candidates’ identities in the face of negative external influences.  \nKeywords: beliefs about teaching and learning, student teachers, student teaching, teacher education, teacher identity  \n1 Teaching and Learning Department, Florida International University, United States of America; [albutler@fiu.edu](albutler@fiu.edu).  \nVpliv zunanjih kontekstualnih dejavnikov na študente, ki se izobražujejo za učitelje  \nAlexander S. Butler  \n• Oblikovanje učiteljeve identitete je dinamičen proces, na katerega vplivajo notranji in zunanji kontekstualni dejavniki. Ta članek preučuje vpliv zunanjih kontekstualnih dejavnikov na identiteto študentov, ki seizobražujejo za učitelje. Predstavljene so ugotovitve empirične kvalitativne študije, izvedene na nacionalno standardizirani oceni portfolia, ki je raziskovala odnos med prepričanji študentov ter njihovimi prikazi in predstavitvami poučevanja in učenja. Za raziskovanje tega odnosa stabila uporabljena analiza metafor in spodbujeno spominjanje. Študija je pokazala, da so študente pri demonstracijah poučevanja med študentskim poučevanjem in predstavitvah poučevanja, ki jih najdemo na nacionalno standardiziranem portfeljskem ocenjevanju, močno omejevalisodelujoči učitelji in predpisani učni načrti, vendar pa je študija pokazalatudi, da so študentje znali izraziti razlike med svojimi prepričanji o poučevanju in učenju ter svojimi demonstracijami/prikazi in predstavitvamipoučevanja in učenja. Študentje so pri ocenjevanju portfolia redno podajali predloge, da bi svoje prihodnje poučevanje bolj uskladili s svojimi prispodobami poučevanja. V raziskavi je bilo ugotovljeno, da študentjeniso spremenili svojih prepričanj, ampak so na podlagi teh ugotovitev prevzeli začasne identitete poučevanja. Našli so načine, kako usmerjatiocenjevanje in svoj (učiteljski) kontekst, hkrati pa so ostali zavezani svojiučiteljski identiteti in prepričanjem o dobrem poučevanju. Članek predlaga, kako konteksti izobraževalnega sistema vplivajo na oblikovanje identitet študentov in kaj mora biti storjeno na ravni programov za izobraževanje učiteljev, da bi okrepili identitete študentov zaradi negativnih zunanjih vplivov.  \nKljučne besede: prepričanja o poučevanju in učenju, študentje učitelji,študentsko poučevanje, izobra","cbCaiekLVVLXxCyv","https://ap.wps.com/l/cbCaiekLVVLXxCyv","pdf",208268,"English","# Introduction\n## Teacher Identity Formation and External Context\n## Constraints from Cooperating Teachers and Scripted Curricula\n## Candidates’ Navigation, Metaphors, and Temporary Identities","[{\"question\":\"What external factors influence teacher candidates’ identities in this study?\",\"answer\":\"The study identifies cooperating teachers and scripted curricula as key external contextual factors constraining how candidates demonstrate and represent teaching and learning.\"},{\"question\":\"How does the research investigate the relationship between beliefs and classroom representations?\",\"answer\":\"It uses metaphor analysis and stimulated recall to explore the link between teacher candidates’ beliefs and their teaching demonstrations/representations in a nationally standardised portfolio assessment.\"},{\"question\":\"Do teacher candidates change their beliefs as a result of these constraints?\",\"answer\":\"No. The study concludes that candidates do not change their core beliefs; instead, they take up temporary teaching identities while remaining committed to their beliefs about good teaching.\"}]","The Impact of External Contextual Factors on Teaching Candidates | PDF",1792088482]