Constructing teacher identity through technology field practice
Pedagogical use of information technology, Preservice teachers, Teacher identity, Teacher preparation programme, Technology field experiences
International Journal of Continuing Engineering Education and Life-Long Learning
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. Copyright © 2012 Inderscience Enterprises Ltd.
Original Publication Date
DOI of published version
Gao, Ping, "Constructing teacher identity through technology field practice" (2012). Faculty Publications. 1846.