White and Christian: How Preservice Teachers Think About Identity

• In Event: 79.051 - MTCC Roundtable Session 37
  In Roundtable Session: 79.051-8 - Religion, Teachers, and Teaching

Abstract

Teacher identity is complex, dynamic, and ongoing. This study examined the perceptions of preservice teachers’ personal identity (i.e. gender, race, religious background, etc.) and how they influence preservice teachers’ professional identity (i.e. subject, pedagogical, and professional expert). Participants (N=81) were preservice teachers from two different Christian-based institutions who were completing requirements for initial licensure. Findings from a survey measured preservice teachers’ perceptions based on two scales (personal and professional identity). Results suggested that preservice teachers did not perceive race impacting their personal identity as a teacher nor did they perceive religion as an influence on their professional identity. However, preservice teachers did perceive teacher preparation impacting their understandings of professionalism as they transitioned from learner to teacher in the field.

Authors

• Yune Kim Tran, Montclair State University

• Amy Lynn Dee, George Fox University