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ERIC Number: EJ1125889
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0260-7476
Multiple Dimensions of Teacher Identity Development from Pre-Service to Early Years of Teaching: A Longitudinal Study
Hong, Ji; Greene, Barbara; Lowery, Jennifer
Journal of Education for Teaching: International Research and Pedagogy, v43 n1 p84-98 2017
Based on dialogical self theory framework that highlights three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity), this study explored multiple aspects of teacher identity development over time, in relation to the unity of self, the way the social environment is negotiated, and the shifting or continuing pattern over time. The study employed a qualitative, longitudinal study design that followed five pre-service teachers for four years, including three waves of interviews. Variations of each participant's journey to develop their teacher identity over time are described. Implications relevant to researchers, teacher educators, and pre-service and beginning teachers are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A