On Our Way to Becoming Teachers: Complicating Pre-service Teachers’ Perceptions of Teacher Identity and Pedagogy
Abstract
Preparing our pre-service teachers to go out into the field and be prepared to deal with not only the school, students, families, community, and curriculum, in a minimum amount of time can create pressure for all involved. As a new faculty member in a regional university, each experience with pre-service teachers is held as meaningful in shaping a teacher. Teacher pedagogy has been at the forefront of our classroom discussions and engagements. So, as a teacher educator, I ponder which classroom experiences or literature will push classroom teachers into a more reflective practice? Currently, complex issues are being explored in relationship to developing teacher identity and pedagogy. The stress and shifting among multiple identities within our classroom as we push the boundaries of knowledge accepted in the past without question, and move into a more reflexive teacher practice, I refer to this as “thinking like a teacher”, has been vivid in my classroom. But, in lies the question: what has the greatest impact on pre-service teacher’s perceptions about identity and pedagogy? How can we in today’s societal climate move pre-service teachers in a relatively short amount of time around 18 months from being a student into the realms of thinking like a teacher? Which experiences create the tension needed to grow and change into reflective and critically thinking teachers?
Presentation Description
This presentation will be a discussion and idea generating experience to explore the concept of pre-service teacher identity and pedagogy. And more specifically dialogue concerning which experiences impact the pre-service teacher in such a way that they reflectively engage with the world around them. The exploration of pre-service teacher identity as well as teaching pedagogy will be a primary focus.
Keywords
Teacher educators, Pre-service teacher identity, Pedagogy, Effective higher Ed teaching methods, Reflective teacher practice
Location
Magnolia Room B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Been, Sherry L. Dr., "On Our Way to Becoming Teachers: Complicating Pre-service Teachers’ Perceptions of Teacher Identity and Pedagogy" (2014). Curriculum Studies Summer Collaborative. 20.
https://digitalcommons.georgiasouthern.edu/cssc/2014/2014/20
On Our Way to Becoming Teachers: Complicating Pre-service Teachers’ Perceptions of Teacher Identity and Pedagogy
Magnolia Room B
Preparing our pre-service teachers to go out into the field and be prepared to deal with not only the school, students, families, community, and curriculum, in a minimum amount of time can create pressure for all involved. As a new faculty member in a regional university, each experience with pre-service teachers is held as meaningful in shaping a teacher. Teacher pedagogy has been at the forefront of our classroom discussions and engagements. So, as a teacher educator, I ponder which classroom experiences or literature will push classroom teachers into a more reflective practice? Currently, complex issues are being explored in relationship to developing teacher identity and pedagogy. The stress and shifting among multiple identities within our classroom as we push the boundaries of knowledge accepted in the past without question, and move into a more reflexive teacher practice, I refer to this as “thinking like a teacher”, has been vivid in my classroom. But, in lies the question: what has the greatest impact on pre-service teacher’s perceptions about identity and pedagogy? How can we in today’s societal climate move pre-service teachers in a relatively short amount of time around 18 months from being a student into the realms of thinking like a teacher? Which experiences create the tension needed to grow and change into reflective and critically thinking teachers?
