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ERIC Number: ED444939
Record Type: Non-Journal
Publication Date: 2000-Apr-28
Pages: 16
Abstractor: N/A
Reference Count: N/A
Preservice Teacher Identity Made Visible: A Self Study Approach.
Travers, Kathleen A.
This paper describes a research study that investigates the nonlinear process preservice teachers experience as they construct and reconstruct their individual teacher identities. By examining the process of preservice teachers who were re-arranging and interpreting their teacher identities within the framework of a university teacher education course and subsequent student teaching experiences, the study analyzes a representative portion of the learning to teach process of the preservice teacher. This research makes explicit the connections between prior knowledge, social context, origins of teacher knowledge, and teacher identity. It also takes into account the dynamic nature of constructing teacher identity by analyzing these constructions from multiple perspectives during the final phases in a teacher education program. The paper reveals the construction of teacher identity of one of the participants in the study, a preservice secondary education mathematics teacher. The structure, content, and experiences of the university classroom affected the process of how he began to make the transition from a student identity to that of a first year teacher. (Contains 29 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A