What's in an ID? An Exploratory Model of Preprofessional Identity Development in Bilingual Education Undergraduates

• In Event: Action Research Inquiry for Teachers and Educational Leaders

Abstract

In this paper, we examine pre-profession identity (PPI) in bilingual education undergraduates. The purpose of our paper is to investigate an exploratory model of pre-professional identity development among pre-service teachers in a training program for bilingual education teachers. The theoretical starting point that frames our study of pre-professional identity development is social cognitive theory. Our sample comprised 12 undergraduates in the bilingual education pre-service teacher cohort. Students were given four structured reflection prompts over the semester. Our study contributes to the literature and to the field of teacher preparation in two ways: (1) presenting model for increasing bilingual education undergraduates’ awareness of PPI, and (2) from these responses creating a rubric for assessing PPI development.

Authors

• Sandra T. Acosta, Texas A&M University - College Station

• Lina Shu, Texas A&M University - College Station