ABSTRACT

This article reported how five preservice teachers constructed and developed their teacher identity in a year-long teacher residency partnered between a university-based teacher education program and schools in Louisiana, United States. Drawing on a sociocultural approach to identity development and the ‘third space’ theory, qualitative data were collected from individual interviews, classroom observations, and document analysis. Findings suggested that participants experienced an ongoing teacher identity construction while learning to teach in the hybrid, in-between ‘third space’ residency. Key elements of the residency, including the mentored co-teaching experiences and learning opportunities situated in authentic school contexts, facilitated the participants’ learning about teaching and teacher identity negotiation. Implications for teacher education practice, policy, and research were discussed.

摘要

本文报道了五名职前教师如何在一个以大学为基础的教师教育计划与美国路易斯安那州的学校合作的为期一年的教师驻地中构建和发展他们的教师身份。借鉴身份发展的社会文化方法和“第三空间”理论，从个人访谈、课堂观察和文件分析中收集了定性数据。调查结果表明，参与者在学习在混合的“第三空间”居住地教学的同时，经历了持续的教师身份建构。驻留的关键要素，包括在真实学校环境中的指导合作教学体验和学习机会，促进了参与者对教学和教师身份谈判的学习。