Getting Down to Identities to Trace a New Career Path: Understanding Beginning Teacher Educator Identities in Multicultural Education Teaching

• In Event: 41.084 - Roundtable Session 16
  In Roundtable Session: 41.084-19 - Self-Study From the Start: Journeys of Novice Teacher Educators

Abstract

Professional identities of novice teacher educators, who are in transition to faculty positions while being doctoral students, have been under-researched. This study examines professional identities of those novice teacher educators in the contexts of teaching diversity and equity. Employing self-study approaches and Harré and van Langenhove’s (1999) positioning theory, the study found that novice teacher educators engage with three modes of professional identities: Negotiating identities, mediating identities, and shifting identities. The study discusses the contexts of teaching diversity and equity matter for novice teacher educators’ professional identity construction and urges for the need of providing them better professional support. The study also makes implications for the usefulness of self-study methodology in research about novice teacher educators’ professional identities.

Authors

• Vy Dao, University of Social Sciences and Humanities-Vietnam National University HCM

• Scott D. Farver, Michigan State University

• Davena Y. Jackson, Michigan State University