The Positioning of Preservice Teacher Candidates Entering Teacher Education

Abstract

As teacher educators, we know that preservice teachers come into teaching with idealistic visions of both teaching and their own identity as a teacher. Students’ sense that they are or could be teachers is an important aspect of their decision to become teachers. If who they become as teachers must emerge from who they are as people, teacher educators ought to be interested in how students position themselves in their role and identity as teachers when they enter teacher education programs. This paper explores what preservice teachers’ initial applications to teacher education programs reveal about how preservice teachers position themselves as teachers.

Citation

Dulude Lay, C., Pinnegar, S., Reed, M., Young Wheeler, E. and Wilkes, C. (2005), "The Positioning of Preservice Teacher Candidates Entering Teacher Education", Brophy, J. and Pinnegar, S. (Ed.) Learning from Research on Teaching: Perspective, Methodology, and Representation (Advances in Research on Teaching, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 235-252. https://doi.org/10.1016/S1479-3687(05)11008-6