Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community

Y

20

Foreign Countries; Partnerships in Education; College School Cooperation; Cooperation; Professional Identity; Social Theories; Communities of Practice; Teacher Education; Preservice Teachers; Educational Theories; Practicums; Case Studies; Interviews; Student Surveys; Teacher Surveys; Focus Groups; Likert Scales; Mixed Methods Research; Online Surveys; Statistical Analysis; Student Attitudes

0313-5373

This paper reports on the findings of a reconceptualised Initial Teacher Education (ITE) programme where a collaborative relationship between the university and partner schools saw the shared responsibility for the first year ITE programme. Findings from this study suggests that ongoing, authentic teaching experiences in collaboration with school-based university tutorials provided a strong foundation for the early development of teacher identity. Wenger's (1998) social theory of learning provides a theoretical framework for understanding why this community of practice has been particularly effective in planting the seed of teacher identity at such an early stage of the ITE programme.

As Provided

45

2014

EJ1029800