Pre-service teachers' construction of professional identity through peer collaboration during professional experience: a case study in Australia

Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger's matrix...

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Bibliographic Details
Published in:Teaching education (Columbia, S.C.) S.C.), 2018-01, Vol.29 (1), p.81-97
Main Authors: Nguyen, Hoa Thi Mai, Loughland, Tony
Format: Article
Language:English
Subjects:
Case Studies
Communities of Practice
community of practice
Cooperation
Foreign Countries
Observation
peer collaboration
Peer Relationship
pre-service teacher identity
Preservice Teachers
Professional experience
Professional Identity
Semi Structured Interviews
Student Attitudes
Student Placement
Teacher Education
Teacher Educators
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Summary:Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger's matrix as a theoretical framework, this study aimed to explore how PSTs' identities are formed during the process of paired placement during the professional experience. Two pairs of PSTs were followed during the four-week professional experience. Data were collected from interviews with the PSTs before, during and after the professional experience. It is clear from this case study that the identity formation of PSTs is enhanced during a paired placement on their first professional experience. This finding has implications for teacher educators who are seeking evidence of the effectiveness of paired placements on the identity formation of PSTs during professional experience.
ISSN:1047-6210
1470-1286
DOI:10.1080/10476210.2017.1353965