Navigating Disequilibrium: The Impact of Field Experience on Teacher Identity Formation

• In Event: AERA Poster Session Wednesday 4:20 p.m.

Session Type: Poster Session

Abstract

Teacher identity is a key focus in educational research, with teacher education programs crucial in shaping this identity among prospective teachers. This study explored prospective teachers' perceptions of teacher identity and its formation. Analysis of drawing tasks and final reflections revealed that participants initially held various perceptions of teachers, from traditional to idealized. The desire for the representation of diverse cultural backgrounds emerged as a significant aspect of teacher identity, particularly among participants of color, highlighting the need for a more diverse teaching workforce. Fieldwork experiences in an urban school created a sense of disequilibrium, challenging participants' preconceived notions and transforming their understanding of teaching profession. The significance of critical reflection and field experiences in teacher education programs is emphasized.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teachers’ Lives, Identities, and Journeys

Papers

• 47. Navigating Disequilibrium: The Impact of Field Experience on Teacher Identity Formation (Poster 47) - Minsun Shin, Montclair State University