Developing Critical Teacher Identities: A Design-Based Inquiry in a Teacher Education Program

• In Event: Sheraton Roundtable Session 39
  In Roundtable Session: Thinking and Teaching Differently: Teachers Confront Themselves

Abstract

This presentation will present findings from a qualitative, design-based research study focused on understanding the identity development of early-career teachers (preservice and induction) by documenting conceptualizations of engaged practice in two contexts in a field based, teacher education program. The theoretical framework and methodology were derived from sociocultural and socio-constructivist learning theories. Data consisted of interviews, student work samples, and classroom observations. Analysis was iterative and inductive as we drew on constant comparative methods to identify themes and patterns across all data sources. The findings suggest that the early career teachers conceptualized their practice as functional, aesthetics, and relational.

Authors

• Katie Peterson, St. Edwards University

• Steven Samuel Fletcher, Saint Edward's University