Eyes Opening: Exploring Preservice Teachers' Professional Identity for Equity

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-2 - Exploring Preservice Teacher Identity Development Through Poetry, Story, and Discourse

Abstract

This study explores Masters of Teaching preservice teachers’ professional identity development in Aotearoa New Zealand. Findings indicate a complex range of knowledge and understanding of how teachers position themselves within wider socioeconomic, political and cultural contexts. Analysis of results suggests an equally diverse spectrum of agency and action to challenge school and societal practices that reproduce inequities. The study signals the importance for deeper engagement with coursework and practical experience with equity related issues in Initial Teacher Education (ITE) programs. The study contributes to international equity-based discourses on the effectiveness of ITE programs.

Authors

• Jennifer Tatebe, University of Auckland

• Sue Sutherland, Auckland University of Technology

• Claudia Rozas Gomez, University of Auckland