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Identity and Professional Socialization in an Urban Teacher Residency Program

Mon, April 12, 11:10am to 12:40pm EDT (11:10am to 12:40pm EDT), Division K, Division K - Section 3 Paper and Symposium Sessions


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).