Teacher identity: a shifting work in progress for student teachers
The purpose of this study is to examine identity formation in student teachers. The project explores the perceptions of student teachers as they craft a professional identity as teacher during the student teaching internship. A qualitative method of inquiry was used to gather and analyze the data gleaned from personal interviews, observations, journal entries, and documents. Two participants' lived experiences were presented through the social science method of portraiture, resulting in five emergent themes. A constructivist grounded theory methodology was also employed in the collection and interpretation, resulting in a theory for identity formation in student teachers. The findings suggest the value of intentional reflection about teacher identity during teacher preparation.
Schuelke, Nicholle S., "Teacher identity: a shifting work in progress for student teachers" (2009). School of Education and Leadership Student Capstone Theses and Dissertations. 606.