#12045. The impact of external contextual factors on teaching candidates

November 2026publication date
Proposal available till 07-06-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Public Administration;
Sociology and Political Science;
Management, Monitoring, Policy and Law;
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Abstract:
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. 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 curricula. 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.
Keywords:
Beliefs about teaching and learning; Student teachers; Student teaching; Teacher education; Teacher identity

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