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Development of preservice teachers’ professional identity: The role of teacher education
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Type
Undergraduate Educational Research Paper
Author
Arshvini Manohar
•
Wong, Ethan Chuan Yuh
Supervisor
Wong, Ethan Chuan Yuh
Abstract
While there has been a growing interest in the concept of teacher identity within the field of education, understanding the process of teacher identity formation and development remains a challenging endeavour. The present study utilizes a theoretical framework grounded in the notion that identity is socially constructed, as informed by Erikson’s theory of psychosocial development and Mead’s concept of self, to examine the influence of potential identity agents within teacher education, in the construction of a preservice teacher’s professional identity. Semi-structured interviews with seven preservice teachers were conducted for the purpose of data collection. As hypothesized, the development of a preservice teacher’s professional identity was significantly associated with the multiple stakeholders in teacher education – namely lecturers, mentors, colleagues, peers and students. The findings indicate that preservice teachers’ identity is shaped via observing and evaluating the NIE tutors that they hold in high esteem. Upon interacting and initiating relationships with their students, these novice teachers engage in a process of identity negotiation through which they refine their teacher identity. Their teacher identity is strengthened through the emotional support that they receive from their mentors, colleagues, peers and students.
Date Issued
2020
Date Submitted
2020