Development of preservice identities: learning from a multigrade classroom practicum context

Seban D.

JOURNAL OF EDUCATION FOR TEACHING, cilt.41, sa.1, ss.19-36, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 41 Sayı: 1
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1080/02607476.2014.992632
  • Dergi Adı: JOURNAL OF EDUCATION FOR TEACHING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.19-36
  • Anahtar Kelimeler: preservice elementary teachers, multigrade schooling, identity, PROFESSIONAL IDENTITY, TEACHER EDUCATORS, PERSPECTIVE, FIELD
  • Akdeniz Üniversitesi Adresli: Evet

Özet

This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers' identities, drawing in particular on Gee's four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students' reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students' thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching.