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ERIC Number: EJ1051470
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0260-7476
Development of Preservice Identities: Learning from a Multigrade Classroom Practicum Context
Seban, Demet
Journal of Education for Teaching: International Research and Pedagogy, v41 n1 p19-36 2015
This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers' identities, drawing in particular on Gee's four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students' reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students' thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A