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Factors Affecting Student Teacher Identity

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There are various factors that contribute to the formation of teacher identities. An effective classroom is key to ensuring that student teachers have an effective teaching experience, as well as the relationship between the student teacher and the mentor teacher. The purpose of this literature review is to have an in depth look at all the factors that shape student teacher identities.
An effective classroom
Having an effective classroom has many factors and these factors contribute to student achievement and understanding. Two main factors that go hand in hand are time and quality (Maslowski.R.D, 2008). Teachers need to make provision for time so that learners can learn and be given the opportunity to learn (enough time). Learners need time to grasp concepts and construct knowledge that is meaningful to them. The next factor is the quality of education that comes from the teacher. This quality has an immediate effect on the ability for learners to understand the learning quality. And in turn has an effect on quality of the learner (Maslowski.R.D, 2008). If the quality is of the highest standard, then the learner will be able to learn to his/ her fullest potential. Educators need to be in control of their classroom; the lessons need to be well planned and organised well before the time so that the teachers are aware of the content. Discipline needs to be modelled and managed through trial and error, and usually children with behavioural problems have underlying causes and

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