Identity and Professional Socialization in an Urban Teacher Residency Program

• In Event: Both And: Structures Shaping Individuals and Visa Versa

Abstract

This paper explores the motivations and identity development of participants in an urban teacher residency program. Data collected before, during, and after residency reveals shifts in role conception and professional identity that were connected to program design features (including use of a cohort model, year-long placement in a district where the resident will teach, a specific focus on diversifying the teaching community, co-teaching, and modularized coursework).

Authors

• Amanda Winkelsas, University at Buffalo - SUNY

• Corrie Stone-Johnson, University at Buffalo - SUNY

• Ling Zhai, University at Buffalo - SUNY

• Julie Gorlewski, University at Buffalo - SUNY

• Elisabeth Etopio, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY

• Amanda Seccia, University of Chicago

• Nooshin Shafaei, University at Buffalo - SUNY