Professional identity in graduating teacher candidates |
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| Authors: | Jodi Nickel Jim Zimmer |
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| Institution: | 1. Department of Education, Mount Royal University, Calgary, Canada;2. Office of Teaching and Learning, Mount Royal University, Calgary, Canada |
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| Abstract: | This longitudinal mixed methods study investigates the development of teacher candidates’ professional identity throughout a four-year degree program. Data were analyzed using the following dimensions of professional identity: task orientation, self-efficacy, commitment to teaching, and professional orientation. During practicum, teacher candidates were able to realize the ideals articulated in their teaching philosophies, including a strong focus on student engagement. Their self-efficacy grew as they developed a sense of purpose in teaching and committed to future growth in assessment. Professional orientation flourished in supportive school-based seminars. All participants remain committed to teaching in part because they were able to persevere through challenges. Program features supporting professional identity are discussed. |
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| Keywords: | Teacher thinking and knowledge professional identity practicum teacher education |
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