Shifting Between Identities: Teacher Candidates' Experiences of an Integrated Place-Based Course

• In Event: 61.047 - Communities of Practice in Place-Based, Field-Based, and University-Based Programs

Abstract

The purpose of this paper is to investigate teacher candidates’ experiences of an integrated place-based course. This initial phase is part of a qualitative longitudinal study examining the impact of transformative pedagogies throughout teacher candidates’ program and their initial year of teaching. Evidence was gathered from class assignments, recorded seminar conversations, and interviews and analyzed according to four emerging themes. Here, we interrogate the notion of shifting identities between the on-campus class and the in-school seminar and conclude that participants’ abilities to form professional identities were enhanced by their engagement in this place-based course. This study provides insight into ways teacher educators can support the formation of theory-and-practice links and professional identity within place-based courses and ultimately teacher education programs.

Authors

• Gladys Sterenberg, Mount Royal University

• Kevin O'Connor, Mount Royal University