Practice-Based Teacher Education as a Source of Identity Reflection: A Complex Dynamic Systems Case Study

• In Event: Complexity theories in education: Concepts, methods, and challenges

Abstract

Practice-based teacher education (PBTE) pedagogies have the potential to be generative sites for teachers to develop their ability to enact complex teaching practices and reflect teacher role identity. In this study, we examined if and how PBTE induced and supported identity exploration of one preservice teacher during a summer professional development program using a complex dynamic systems framework—the Dynamic Systems Model of Role Identity (Kaplan & Garner, 2017). Data included quantitative surveys and qualitative written reflections. Results suggest PBTE pedagogies may trigger identity exploration and support transfer of pedagogical practice and content from the professional development program setting to a future classroom context. To conclude, we discuss implications for practice.

Authors

• Joseph Eisman, Purdue University

• Andrew J. Schiera, University of Colorado - Boulder