As teachers, we” and “In my future classroom”: Pre-service teachers and teacher identity

Andrews, C. D. (2020). “As teachers, we” and “In my future classroom”: Pre-service teachers and teacher identity (Poster). In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: 14th International Conference of the Learning Sciences (ICLS) 2020, June 19-23, 2020 (pp. 2439-2440). Nashville, TN: International Society of the Learning Sciences.

Note: ICLS 2020 was changed to a virtual conference due to COVID-19, but the submission was accepted.

Abstract

Providing rich opportunities for identity development for prospective teachers is important in preparing them for the classroom. This study drew on expansive framing (Engle, 2006) to engage pre-service teachers in connecting current learning to prior and future experiences during an online Educational Psychology course. This study used interaction analysis to examine how pre-service teachers constructed teacher identities and what discursive resources they used. Preliminary analyses identified two phrases that were often used by the pre-service teachers in identity development, “As teachers, we” and “In my future classroom”.

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