Visually Representing the Teacher Self: Investigating Preservice Teacher Professional Identity Formation Through Drawings

• In Event: Sheraton Roundtable Session 36
  In Roundtable Session: Teacher Identity, Beliefs, and Perspectives: Learning, Participation, Inquiry, and Practice

Abstract

The purpose of this study was to make visible the mental models that pre-service teachers have in regards to their teacher identity and beliefs about teaching. This study sought to determine the extent to which these mental models change during the time they are enrolled in the teacher education program. The study sought to answer the following research questions:
1. What kinds of beliefs about the roles of teachers and students do pre-service teachers bring to the teacher education programs?
2. In what ways do those beliefs change over the two years they are in the program?

Authors

• Sara G. Mcneil, University of Houston

• Susie Gronseth, University of Houston

• Haoyue Zhang, University of Houston