The Emergence of Teacher Self in the Elementary Classroom

• In Event: Interrogating, Emerging, and Developing: Teacher Identities in Flux

Abstract

Research has documented the primacy of teacher identity and beliefs. Multiple studies, using analysis of memories teachers hold, assert they develop when teachers are children (Bullough, 2005; Calderhead & Robson, 1996). This qualitative study explored the beliefs of children who claim they want to become teachers. The data emerged from focus group and interviews with six fifth grade students. Analysis involved the use of cross-case analysis (Miles & Huberman, 1994). The primary themes were Ways of Living a Teacher Life, Ways of Finding a Vocation, and Ways of Doing School This study contributes to understandings of teacher identity and belief and provides a new avenue for exploring them. The findings have implications for teacher education and research on it.

Authors

• Chelsea Cole, Texas A&M University - College Station

• Stefinee E. Pinnegar, Brigham Young University

• Leigh K. Smith, Brigham Young University

• Ramona Maile Cutri, Brigham Young University

• Melissa A. Newberry, Brigham Young University