The Influences of Beliefs and Contexts on Preservice Teachers' Identities: A Critical Literature Review

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-3 - Beliefs and Contexts of Preservice Teachers' Identities

Abstract

Research on teacher identity has become increasingly popular over the last decade as it presumably consolidate their beliefs, knowledge, and experiences of teaching and learning to responses to the issues and situations where they are situated and teach. However, the research in the field is less well conceptualized and synthesized with attention to the difference in the nature, development, and function of identities between in-service and pre-service teachers. This literature review conceptualizes the pre-service teacher identity, reviews the empirical literature supporting this conception, and discusses the influences of beliefs and contexts on pre-service teacher identity. Based on the review results, it offers the policy and practice implications for pre-service teacher identity development in their program.

Authors

• Elizabeth Isidro, Texas Tech University

• Jian Wang, Texas Tech University