This paper presents research findings in relation to the multiple identities of students undertaking early childhood field-based initial teacher education (FBITE). The research draws on the understanding that social actors hold multiple identities based on membership across a myriad of social groups, or communities. Data was gathered using qualitative surveys from first year and final year students from across four early childhood field-based initial teacher education programmes within Aotearoa New Zealand. Additional data was also gathered using focus groups with teacher educators on these programmes. Analysis of the data shows that the academic identity of students is influenced by multiple identities relating to the interrelationship between membership of academic, professional and personal communities in relation to social, role and personal identities. The research findings provide an account of the academic identities of students in field-based study and aspects of consideration for ongoing programme design and development.

中文翻译：

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实地幼儿教育学生教师的多重身份

本文介绍了与从事早期儿童实地初始教师教育 (FBITE) 的学生的多重身份相关的研究结果。该研究基于这样一种理解，即社会行动者根据无数社会团体或社区的成员身份而拥有多重身份。数据是通过定性调查收集的，这些调查来自新西兰 Aotearoa 内四个早期儿童实地初级教师教育项目的一年级和最后一年学生。还使用焦点小组与教师教育工作者就这些计划收集了更多数据。数据分析表明，学生的学术身份受到多重身份的影响，这些身份与学术、专业和个人社区成员之间的相互关系与社会、角色和个人身份。研究结果说明了学生在实地研究中的学术身份以及对正在进行的课程设计和开发的考虑。