Constructing teacher identity through technology field practice
by Ping Gao
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 22, No. 3/4, 2012

Abstract: Drawing from a study on preservice teachers' learning to teach with information technology throughout three semesters of their teacher education preparation programme, this paper presents the process of constructing teacher identity from one preservice teacher's perspective. Interview and observation data were collected and analysed at each semester and across semesters. It is found that the preservice teacher negotiated and constructed her identity in the personal, social and cultural contexts. She transformed teacher identity from a teacher education student, an emerging teacher and further to a technology advocate to inspire her college peers and cooperating teachers to pedagogically use information technology to enhance what/how their pupils learn.

Online publication date: Sat, 23-Aug-2014

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com