Preservice Teacher Identity Development in the Digital Age

• In Event: Reflection and Identity Development of Preservice Teachers in the Digital Age

Abstract

With new waves of preservice teachers entering teacher education programs in the digital age, more research into how their digital lives shape the formation of their teacher identities is needed. This paper presents a qualitative study that explores how one secondary preservice teacher with a robust digital life develops her emerging teacher identity. Qualitative data suggest that preservice teachers’ digital practices need to be included in the study of their influential personal biographies. The preservice teacher in this study uses her digital practices as a source of strength to give her agency in the formation of her emerging teacher identity. This suggests that preservice teachers need more opportunities to understand the influential components of their digital lives.

Authors

• Jenny Heather Gawronski, University of Washington - Seattle

• Adam Bell, University of Washington - Seattle