Professional Identity in Graduating Teacher Candidates

• In Event: Poster Session 2
  In Poster Session: Division K Section 3 Poster Session 3

Abstract

This research investigates shifts in teacher candidates’ (TCs) professional identity throughout the implementation of a four-year Bachelor of Education degree program. The conception of professional identity analyzed includes the following dimensions: task orientation, self-efficacy, professional orientation, and commitment to teaching. It focuses on the data related to task orientation, particularly the TCs’ teaching philosophies, commitment to student engagement, and sense of purpose. TCs expressed confidence and clarity about how to enact the philosophies they articulated and gave numerous examples of how they achieve their commitment to student engagement. They expressed a strong sense of purpose and a clear shift in role from university student to professional teacher.

Authors

• Jodi Nickel, Mount Royal University

• Kevin O'Connor, Mount Royal University

• Gladys Sterenberg, Mount Royal University