Examining Urban Teacher Identity Formation Through the Lens of Figured Worlds

• In Event: Roundtable Session 26
  In Roundtable Session: Innovative Models for Preparing Teachers for Urban Schools

Abstract

High teacher turn-over, especially among novice teachers, presents a challenge in urban schools serving traditionally marginalized students. Using a lens of figured worlds, this study examines the identity formation of novice teachers who chose a service-oriented, post-baccalaureate teacher education program that places participants in such schools. The purpose of the study is two-fold. First, it operationalizes elements of the concept of figured worlds as a way to study teacher identity formation in action, and second, it deepens our understanding of novice teachers who choose to work with students from traditionally marginalized populations and remain in the field. The findings suggest that participants’ decisions to stay are related to their motivations, expectations for professional growth, and prior educational and cross-cultural experiences.

Author

• Amy E. Saks Pavese, Saint Michael's College