{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,6]],"date-time":"2026-02-06T04:09:28Z","timestamp":1770350968741,"version":"3.49.0"},"reference-count":49,"publisher":"Emerald Group Publishing Limited","isbn-type":[{"value":"9781784411367","type":"print"},{"value":"9781784411350","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2014,12,2]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>This chapter draws upon a wider project on the development of teacher identity in preservice education. The aim is to look at the effects of a given pedagogy which was designed and enacted in a Master degree in Teaching. The project draws upon existing international research literature on teacher identity which highlights the dynamic and multifaceted nature of the process as well as the pivotal role of preservice teacher education as a context for identity development. The main themes are explored through student teachers\u2019 own voices (N\u200a=\u200a20). Issues such as learning about becoming a teacher; exploring the unknown; making the implicit explicit; initial beliefs and theories about being a teacher; teachers\u2019 role and work; from a student perspective towards a teacher perspective; expectations about teaching as a profession: skepticism and hope; and aspirations as preservice teachers are analyzed. The chapter concludes with insights and recommendations for others who might like to try this pedagogy in their respective international teacher education milieus.<\/jats:p>","DOI":"10.1108\/s1479-368720140000022021","type":"book-chapter","created":{"date-parts":[[2014,12,1]],"date-time":"2014-12-01T08:32:20Z","timestamp":1417422740000},"page":"353-379","source":"Crossref","is-referenced-by-count":11,"title":["Developing Teacher Identity in Preservice Education: Experiences and Practices from Portugal"],"prefix":"10.1108","author":[{"given":"Maria Assun\u00e7\u00e3o","family":"Flores","sequence":"first","affiliation":[]}],"member":"140","reference":[{"issue":"2","key":"2025122911573608900_s1479-368720140000022021_7.bib1","doi-asserted-by":"crossref","first-page":"175","DOI":"10.1080\/03057640902902252","article-title":"Preparing prospective teachers for a context of change: Reconsidering the role of teacher education in the development of identity","volume":"39","author":"Beauchamp","year":"2009","journal-title":"Cambridge Journal of Education"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib2","doi-asserted-by":"crossref","first-page":"107","DOI":"10.1016\/j.tate.2003.07.001","article-title":"Reconsidering research on teachers\u2019 professional identity","volume":"20","author":"Beijaard","year":"2004","journal-title":"Teaching and Teacher Education"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib3","first-page":"13","volume-title":"Purpose, passion and pedagogy in teacher education","author":"Bullough","year":"1997"},{"issue":"4","key":"2025122911573608900_s1479-368720140000022021_7.bib4","doi-asserted-by":"crossref","first-page":"601","DOI":"10.1080\/01411920600775316","article-title":"The personal and the professional selves of teachers: Stable and unstable identities","volume":"32","author":"Day","year":"2006","journal-title":"British Educational Research Journal"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib5","author":"Decree-Law n\u00ba 43\/","year":"2007"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib6","author":"Decree-Law n\u00ba 79\/","year":"2014"},{"issue":"6","key":"2025122911573608900_s1479-368720140000022021_7.bib7","doi-asserted-by":"crossref","first-page":"1013","DOI":"10.1111\/0161-4681.00141","article-title":"From preparation to practice: Designing a continuum to strengthen and sustain teaching","volume":"103","author":"Feiman-Nemser","year":"2001","journal-title":"Teachers College Record"},{"issue":"2","key":"2025122911573608900_s1479-368720140000022021_7.bib8","doi-asserted-by":"crossref","first-page":"135","DOI":"10.1080\/02607470120067882","article-title":"Person and context in becoming a new teacher","volume":"27","author":"Flores","year":"2001","journal-title":"Journal of Education for Teaching"},{"issue":"10","key":"2025122911573608900_s1479-368720140000022021_7.bib9","doi-asserted-by":"crossref","first-page":"2021","DOI":"10.1111\/j.1467-9620.2006.00773.x","article-title":"Being a novice teacher in two different settings: Struggles, continuities, and discontinuities","volume":"108","author":"Flores","year":"2006","journal-title":"Teachers College Record"},{"issue":"4","key":"2025122911573608900_s1479-368720140000022021_7.bib10","doi-asserted-by":"crossref","first-page":"461","DOI":"10.1080\/02607476.2011.611015","article-title":"Curriculum of initial teacher education in Portugal: New contexts, old problems","volume":"37","author":"Flores","year":"2011","journal-title":"Journal of Education for Teaching"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib11","first-page":"93","volume-title":"Autorregula\u00e7\u00e3o da aprendizagem e narrativas autobiogr\u00e1ficas: Epistemologia e pr\u00e1ticas","author":"Flores","year":"2012"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib12","doi-asserted-by":"crossref","first-page":"405","DOI":"10.1108\/S1479-3687(2013)0000019022","volume-title":"From teacher thinking to teachers and teaching: The evolution of a research community","author":"Flores","year":"2013"},{"key":"2025122911573608900_s1479-368720140000022021_7.bib13","doi-asserted-by":"crossref","first-page":"243","DOI":"10.1007\/978-94-007-7826-9_14","volume-title":"Workplace learning in teacher education. 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