Becoming a Teacher: Тhe Underpinnings of Teacher Identity in the Context of Teacher Education

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Engaging Efficacy in Prospective Teacher Education Research

Abstract

The study draws on identity theory and self-efficacy theory to explore the interconnections between teacher-identity, teacher-efficacy and endorsement of supportive instructional practices among pre-service teachers at the beginning (program-level 1), intermediate (program-level 2), and final (program-level 3) years in their teacher education program. Commonality analyses and path analysis of cross-sectional (N = 2,126) and longitudinal (Program-level 1 to Program-level 2, n = 169; Program-level 2 to Program-level 3, n = 255) data collected over six years indicate that stability of teacher identity between Program-levels 2 and 3 was substantially higher relative to Program-levels 1 and 2. Over time, teacher-efficacy and supportive instructional practices become better integrated into pre-service teachers’ professional teacher-identity suggesting that they become more learner-centered and less teacher-centered.

Authors

• Revathy Kumar, University of Toledo

• Fani Lauermann, TU Dortmund University