Pre-service Teacher Professional Self-identity Development through Dissonant and Harmonious Events

By David R. Byrd.

Published by The International Journal of Adult, Community and Professional Learning

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Article: Electronic $US5.00

Student teaching is fertile ground in which student teachers’ values and beliefs about teaching are challenged and supported through hands-on experiences, leading to the opportunity to modify their professional self-identities. This study examines the development of professional self-identity of five student teachers as it is presented in reflective journals during the student teaching semester. Results suggest that reflective writing about both negative and positive events provided rich opportunities for the pre-service teachers to express, examine, and adjust how they view themselves as emerging professionals in the classroom.

Keywords: Journaling, Pre-service Teachers, Self-Identity

The International Journal of Adult, Community and Professional Learning, Volume 19, Issue 3, pp.31-42. Article: Print (Spiral Bound). Article: Electronic (PDF File; 508.788KB).

Dr. David R. Byrd

Professor, Teacher Education Department, Weber State University, Ogden, Utah, USA

I am the director of English as a Second Language Education in the Jerry and Vickie Moyes College of Education. Before earning a Ph.D. at the University of Iowa, I worked as a high school teacher for ten years. My research interests include teacher education and development, writing, and culture issues in the second language classroom.