Pre-service teacher education and the development of middle school teacher identity: An exploratory study

Sirkka-Liisa Marjatta Uusimaki

Research output: ThesisDoctoral Thesis

21 Downloads (Pure)

Abstract

This research study investigated the factors that influenced the development of teacher identity in a small cohort of mature-aged graduate pre-service teachers over the course of a one-year Graduate Diploma program (Middle Years). It sought to illuminate the social and relational dynamics of these pre-service teachers' experiences as they began new ways of being and learning during a newly introduced one-year Graduate Diploma program. A relational-ontological perspective underpinned the relational-cultural framework that was applied in a workshop program as an integral part of this research. A relational-ontological perspective suggests that the development of teacher identity is to be construed more as an ontological process than an epistemological one. Its focus is more on questions surrounding the person and their becoming' a teacher than about the knowledge they have or will come to have. Hence, drawing on work by researchers such as Alsup (2006), Gilligan, (1982), Isaacs, (2007), Miller (1976), Noddings, (2005), Stout (2001), and Taylor, (1989), teacher identity was defined as an individual pre-service teacher's unique sense of self as a teacher that included his or her beliefs about teaching and learning (Alsup, 2006; Stout, 2001; Walkington, 2005).
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Queensland University of Technology
Place of PublicationAustralia
Publisher
Publication statusPublished - 2010

Fingerprint Dive into the research topics of 'Pre-service teacher education and the development of middle school teacher identity: An exploratory study'. Together they form a unique fingerprint.

Cite this