Title: Constructing teacher identity through technology field practice

Authors: Ping Gao

Addresses: Department of Curriculum and Instruction, 411 Schindler Education Center, College of Education, University of Northern Iowa, Cedar Falls, Iowa, 50613, USA

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.

Keywords: teacher identity; preservice teachers; technology field experiences; pedagogy; ICT; information technology; communications technology; teacher preparation programmes; field practice; semesters; teacher education; personal contexts; social contexts; cultural contexts; student teachers; emerging teachers; technology advocates; college peers; cooperating teachers; universities; higher education; USA; United States; continuing education; life-long learning; innovative teaching; innovative learning; innovation; technology support.

DOI: 10.1504/IJCEELL.2012.050066

International Journal of Continuing Engineering Education and Life-Long Learning, 2012 Vol.22 No.3/4, pp.216 - 225

Received: 08 May 2021
Accepted: 12 May 2021

Published online: 24 Oct 2012 *

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