Power of Practitioners: How Prior Teachers Informed the Teacher Role Identity of Thirty-Five Entry-Level Pre-Service Teacher Candidates

Abstract

This paper reports on a mixed-model research study that sought to uncover and explore the beliefs pre-service teachers held about teaching and the type of teacher they see themselves as being as they entered into their teacher education programmes. The results indicated that that it was those prior teachers that evidenced positive teaching practice that most informed how these student teachers saw teaching and themselves in the role as the teacher. Implications from this study highlight the vital roles in-service teachers play in shaping those who may or may not become the teachers of tomorrow.