Education Publications
Document Type
Article
Publication Date
2010
Journal
The Australian Journal of Teacher Education
Volume
35
Issue
1
First Page
14
Last Page
26
URL with Digital Object Identifier
http://dx.doi.org/10.14221/ajte.2010v35n1.3
Abstract
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.
Citation of this paper:
Viczko, M., & Wright, L. L. (2010). Negotiating Identities in the Transition from Graduate Student to Teacher Educator. Australian Journal of Teacher Education, 35(1).
Notes
This content is available from Research Online @ ECU, the official repository that highlights and promotes access to scholarship and research outputs created by staff and post graduate students at Edith Cowan University and accessible at https://ro.ecu.edu.au/ajte/vol35/iss1/3/