NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ896803
Record Type: Journal
Publication Date: 2010-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1354-0602
On Transitional Space, Unresolved Conflicts, and an Uncertain Teacher Education
Phillips, Donna Kalmbach
Teachers and Teaching: Theory and Practice, v16 n5 p633-644 Oct 2010
This research project began as an effort to redesign a learning theory course as transitional space and evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers' acquisition of teacher identity. The study draws upon work by Elizabeth Ellsworth on transitional space and Deborah P. Britzman's work that deconstructs teacher education development. The data for the study were collected throughout a three-semester graduate teacher education program and include narrative and formal writing using theoretical discourses. Foucauldian concepts of discourse analysis were used to interpret the initial data set; discourse analysis maps were then employed to further develop data interpretation. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development. The study raises the question, "What will teacher education do with uncertainty?"
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: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A