Exploring the Teacher Identity Development of International Doctoral Students in the United States: A Sociocultural Theoretical Perspective

• In Event: 61.065 - Creating New Knowledge and Identities

Abstract

This case study examined how three international doctoral students and teaching assistants in a U.S. university developed their teacher identities and how such identities impacted their instructional practices. The study utilized sociocultural perspectives on identity development. Findings revealed that participants, oftentimes subconsciously, developed specific strategies, linked to particular sociocultural contexts, that facilitated positive identity development and helped them establish legitimacy as competent and qualified teachers.

Authors

• Alexandra Dema, University of Nevada - Las Vegas

• Refika Turgut, University of South Carolina - Upstate

• Shaoan Zhang, University of Nevada - Las Vegas