Peer Interactions and Identity Development

• In Event: The Role of Practice, Rehearsal, and Inquiry in Apprenticing Preservice Teachers to Professional Practice

Abstract

This research project is part of a larger study, and is focused on the role of peer interactions in the development of the teaching identities of pre-service teachers. The paper specifically observes and analyzes the interactions that occur between three pre-service teachers in the Fall and Spring of their senior year; during methods coursework and student teaching experiences

Authors

• Steven Wall, University of North Carolina - Chapel Hill

• Janice L. Anderson, University of North Carolina - Chapel Hill

• Julie Ellison Justice, University of North Carolina - Chapel Hill