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Download full textBlock, Lee Anne; Betts, Paul – Brock Education: A Journal of Educational Research and Practice, 2016
Teacher candidates' individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This…
Descriptors: Professional Identity, Practicums, Teacher Education Programs, Preservice Teachers
