Urban Field Experience and Teacher Identity
Challenging Stereotypes and Navigating Disequilibrium Through Drawing-Based Inquiry
Bibliographic Data
| ID | 19216557 |
|---|---|
| Authors | Minsun Shin (0000-0003-0531-5848, Montclair State University, corresponding author) |
| Year | 2026 |
| Volume | 58 |
| Issue | 1 |
| Publication date | 2026-04-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Urban Review (JOURNAL) |
| Journal identifiers | ISSN: 0042-0972 • E-ISSN: 1573-1960 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11256-026-00818-3 |
| OpenAlex | W7155644981 |
| Language | EN |
| References cited | 32 |
Teacher identity is crucial for aspiring teachers as they shift from learners to teachers, navigate multiple identities in various contexts, and develop professionally. This study explores the perceptions and emerging teacher identities of prospective teachers at a public university in New Jersey, USA, utilizing data collected through draw-and-write tasks and reflections. Guided by the grounded theory process, the findings revealed that initial perceptions of teachers ranged from simplistic and authoritarian to overly idealized, influenced by stereotypes and prior educational experiences. Fieldwork experience in an urban elementary school was identified as pivotal in challenging and transforming these perceptions, initially creating a sense of disequilibrium that led to a more nuanced understanding of the teaching profession. Furthermore, the study underscored the significance of inclusivity and cultural diversity in teacher identity formation, particularly among participants of color, emphasizing the desire and necessity for representation in the teaching workforce. Insights and implications for teacher education programs were discussed
Authoritarianism · Disequilibrium · Diversity (politics) · Field (mathematics) · Grounded theory · Identity (music) · Perception · Representation (politics) · Teacher education · Critical Race Theory in Education · Educational Environments and Student Outcomes · Teacher Education and Leadership Studies
Drawings as Research Method
Transforming Teaching Practice
Teacher professionalism
Teachers’ Beliefs and Educational Research
Examining images of teacher students
Feeling like a student but thinking like a teacher
Doing Visual Research with Children and Young People
Educating teachers to enact the science of learning and development
A review of research on student teachers' professional identity
Assessing factors influencing the formation of preservice teacher professional identity
Teachers’ perceptions of professional identity
Becoming a teacher
Contexts which shape and reshape new teachers’ identities
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
Decisions to enter and continue in the teaching profession
Reconsidering research on teachers’ professional identity
Cultivating Asset-, Equity-, and Justice-Oriented Identities
Learning in Context and Practicing in Place
Grounded theory research
| Highly cited | No |
|---|