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ERIC Number: EJ908187
Record Type: Journal
Publication Date: 2010-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0313-5373
Negotiating Identities in the Transition from Graduate Student to Teacher Educator
Viczko, Melody; Wright, Lisa L.
Australian Journal of Teacher Education, v35 n1 p14-26 Feb 2010
Although practitioners, policy-makers, and academics call for reform in teacher education, there is ambiguity surrounding the identity transformation of graduate students who "become" teacher educators. This self-study uses narratives, based on intricate personal and collaborative reflection, to explore how the assumption of new role identities is an intricate and ongoing process of learning and reflection. In addition to considering the complexities and interrelationships inherent in role socialization, implications for teacher education practice and policy are raised. We conclude that it is beneficial, for both teacher educators and preservice teachers, to engage in collaborative and relational forms of self-study that foster educative understanding and heightened awareness of professional identity. (Contains 2 footnotes.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A