Enhancing the Development of Pre-service Teacher Professional Identity via an Online Classroom Simulation
Lisa Carrington, Lisa Kervin, Brian Ferry, University of Wollongong, Australia
Journal of Technology and Teacher Education Volume 19, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The development of a professional identity plays an important part in pre-service teacher education. However, very little is explicitly taught about how one can develop a teacher professional identity via pre-service teacher education (Allen, 2005:1). Rather, as a pre-service teacher progresses through their degree, they are expected to develop their professional identity via university coursework (theory), field experiences (practice), and most importantly through the connections they make between theory and practice. This paper reports on a comparative case study of first and final year pre-service teachers enrolled in an undergraduate education degree who engaged with an online classroom simulation. The two cases are compared and contrasted using the theoretical construct of teacher professional identity. The findings indicated the first year pre-service teachers were able to identify and articulate their emerging teaching philosophy and began to visualise themselves in the role of a classroom teacher. This was seen as evidence of developing their own professional identity that may have been enhanced by their experience with the simulation. By way of comparison, the final year pre-service teachers were able to draw upon their previous experiences and knowledge whilst engaging with the simulation to articulate their philosophy of teaching and make important connections between their university coursework and field experiences. They also made use of the available cognitive tools in the simulation to reflect upon experiences that they saw as contributing to their future role as a teacher. In this way the simulation enhanced the professional identity of these participants.
Carrington, L., Kervin, L. & Ferry, B. (2011). Enhancing the Development of Pre-service Teacher Professional Identity via an Online Classroom Simulation. Journal of Technology and Teacher Education, 19(3), 351-368. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 1, 2023 from https://www.learntechlib.org/primary/p/36181/.
© 2011 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
- Aldrich, C. (2004). Simulations and the future of learning. San Francisco: Pfeiffer.
- Allen, S. (2005). The Missing Link in alternative Certification: teacher identity Formation.
- Barty, L. (2004). Embracing ambiguity in the artifacts of the past: teacher identity and pedagogy. Canadian Social Studies, 38(3).
- Britzman, D. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.
- Calderhead, J. (1988) introduction. In J. Calderhead (ed.), Teachers’ Professional Learning (pp. 1-11). London: Falmer Press.
- Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Education Journal, 8(2), 337-347.
- Criticos, C. (1993). Experience Learning and social transformation for Postapartheid Learning Future. In D. Boud, R. Cohen and D. Walker (eds.),
- Doyle, J. (2002). Simulation in Medical education: Focus on anesthesiology. Medical education online. 7(16), 1-15.
- Gatto, D. (1993). The use of interactive computer simulations in training. Australian Journal of Educational Technology, 9(2), 144-156.
- Jonassen, D.H. (2000). Computers as Mindtools for schools: engaging Critical thinking (2nd ed.). New Jersey: Prentice Hall.
- Kaufman, D. & Sauve, L. (2004). Simulation and advanced gaming environments (sage) for Learning: a Pan-Canadian research Project. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004(1), 4568-4573.
- Kervin, L. & Turbill, J. (2003). Teaching as a craft: Making links between preservice training and classroom practice. English Teaching: Practice and Critique, 2(3), 22-34.
- Killian, R. (2003). Effective teaching strategies: Lessons from research and practice (3rd ed.). Tuggerah: social science Press.
- Knowles, M., Holton, E.F. & Swanson, R. (1998). The Adult Learner. Houston: gulf Publishing.
- Ministerial advisory Council on the Quality of teaching (1998, october). Teacher preparation for student management: responses and directions. Report
- Ramsey, G. (2000). Quality matters revitalising teaching: Critical times, critical choices. Report of the review of teacher education in nsW. Sydney: nsW department of education and training.
- Sachs, J. (1999). Teacher Professional identity: Competing discourses, and Competing outcomes. Paper Presented at the aare annual Conference Melbourne november.
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review. 57, 1-22.
- Sorin, R. (2004). Webfolio: an online learning community to help link university studies and classroom practice in preservice teacher education. Australasian Journal of Educational Technology, 20(1), 101-113.
- Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: sage.
- Weber, S. & Mitchell, C. (1996). Using drawings to interrogate professional identity and the popular culture of teaching. In I. Goodson & A. Hargreaves (eds) Teachers’ professional lives, (pp109-126). London: Falmer Press. Zembylas, M. (2003). Interrogating teacher identity: emotion, resistance, and self-formation. Educational theory, 53(1), 107-127.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References