Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20873
Title: 
Authors: 
Subjects: 
Teacher education
Professional practice
Teacher identity
Inquiry
Issue Date: 
2018
Citation: 
Chua, B. L., Liu, W. C., & Chia, S. S. Y. (2018). Teacher identity, Professional Practice, and Inquiry (PPI) in teacher education. Asia Pacific Journal of Education, 38(4), 550-564. http://doi.org/10.1080/02188791.2018.1536602
Abstract: 
The Professional Practice and Inquiry (PPI) course was introduced to equip pre-service teachers with the knowledge, skills and values required to develop them into reflective practitioners with a strong teacher identity. This study looks into the efficacy of the course in the preparation of thoughtful and reflective teachers. Self-reported questionnaires were administered to the pre-service teachers. Interviews were conducted to complement the quantitative findings. Findings suggested that pre-service teachers were (i) more aware of their teaching identity, (ii) perceived themselves as teacher inquirers, (iii) more able to engage in cognitive self-regulation and (iv) were more cognizant of their Graduand Teacher Competencies.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2018.1536602
URI: 
ISSN: 
0218-8791 (print)
1742-6855 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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