Teacher professional development has emerged as a unifying theme in teacher development research. Although many researchers address identity issues, there remains limited consensus. The student-teaching practicum is often identified as foundational to the identity development of new teachers, and in this context, interaction with cooperating teachers and students is believed to comprise the press for professional identity development, though theory-based explanations are less common. We used grounded theory to investigate the process of identity development of student teachers (n = 14), and articulate a model that explains the relations among constructs and the influence of contexts. Our findings include a model that highlights the phenomenon of “learning to be a teacher through positioning oneself,” describes differences between student teachers who exhibit change vs. confirmation of identity, and describes psychological and contextual reasons for renegotiation of identity. Disc
|State||Published - Feb 2015|
Coward, F., Hamman, D., Johnson, L., Lambert, M. C., Indiatsi, J., & Zhou, L. (2015). Centrality of enactive experiences, framing, and motivation to student teachers’ professional identity development. Teaching Education, 196-221.