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dc.contributor.authorMcKay, L
dc.date.accessioned2019-09-27T05:47:50Z
dc.date.available2019-09-27T05:47:50Z
dc.date.issued2019
dc.identifier.issn0742-051X
dc.identifier.doi10.1016/j.tate.2019.102920
dc.identifier.urihttp://hdl.handle.net/10072/387868
dc.description.abstractGiven the complexity of teaching in the current educational climate, figuring out what it means to be a teacher needs to include conversations around how self-care fits within one's professional identity. Therefore, understanding the role of self-care should be an important element of initial teacher education and teacher identity work. This paper reports on a single case where making sense of past and present experiences helped to create a professional identity that included self-care. Prioritizing the exploration of identity work through arts-based reflection, alongside pedagogical knowledge and skill is also highlighted as a central concern of initial teacher education.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom102920: 1
dc.relation.ispartofpageto102920: 11
dc.relation.ispartofjournalTeaching and Teacher Education
dc.relation.ispartofvolume86
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.titleSupporting intentional reflection through collage to explore self-care in identity work during initial teacher education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMcKay, L, Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education, Teaching and Teacher Education, 2019, 86, pp. 102920: 1-102920: 11
dc.date.updated2019-09-27T04:13:30Z
gro.hasfulltextNo Full Text
gro.griffith.authorMcKay, Loraine M.


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