Exploring Elementary Preservice Teachers’ Professional Identity Development Trajectories Through Participation in Practice-Based Simulations

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Exploring the Development of Professional Teacher Identity (Table 38)

Abstract

Abstract
Tracking PSTs’ identity development is complex as they are simultaneously negotiating being a teacher and learner. We examined transitions in 44 elementary pre-service teachers’ (PSTs)’ professional identities as they engaged in a suite of virtual simulations strategically designed to increase the complexity of skills involving facilitating argumentation-focused discussions. Using a single item measure, we captured a snapshot of the PSTs’ identity at three time points, after the implementation of each simulation and observed notable shifts over time. Findings show six trajectories of identity development. These trajectories further indicated that PSTs’ trajectories of identity development are not linear, and individual teachers may develop in different stages at different times or in unique sequences.

Authors

• Dionne Cross Francis, University of North Carolina - Chapel Hill

• Pavneet Kaur Bharaj, California State University - Long Beach

• Jamie N. Mikeska, Educational Testing Service

• Anna Gustaveson, University of North Carolina - Chapel Hill

• Calli Shekell, Thiel College

• Weverton Ataide Pinheiro, Texas Tech University