Drawing teacher identity
Perspectives of students in a teacher education program
Bibliographic Data
| ID | 22203881 |
|---|---|
| Authors | Minsun Shin (0000-0003-0531-5848, Montclair State University, corresponding author), Laurel Weston Alpern (Montclair State University) |
| Year | 2024 |
| Volume | 10 |
| Pages | 101036 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences & Humanities Open (JOURNAL) |
| Journal identifiers | ISSN: 2590-2911 • E-ISSN: 2590-2911 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ssaho.2024.101036 |
| OpenAlex | W4400902047 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
Teacher identity significantly influences pedagogical decisions, classroom practices, and professional development. Understanding the development of preservice teacher identity is particularly important during initial teacher education, as it involves navigating and integrating the perspectives of both a learner and an emerging teacher. This exploratory study investigated the perceptions of teacher identity held by students in a teacher education program at a public university in the United States. Guided by phenomenography and a drawing-based research method, the data sources included drawing tasks and a focus group interview. The findings revealed that the participants had predominantly positive and idealistic views of teacher identity, using various affect-laden symbols in their drawings and depicting themselves with positive characteristics. Although their classrooms were depicted as traditional, the participants emphasized their commitment to promoting student-centered learning and fostering a positive classroom atmosphere. Past schooling experiences were found to be integral in shaping teacher identity, as well as their motivation and passion for teaching a particular subject or concentration area. The findings highlighted that the participants held strong perceptions of teacher identity even before entering the teacher education program. Thus, this study posits that addressing teacher education students' pre-existing beliefs and perceptions is essential to developing positive professional teacher identity development and confirms that drawing can be a powerful reflective tool that stimulates self-awareness of prior beliefs and views toward their chosen teaching profession, thereby preparing them to learn, unlearn, and relearn many aspects of one's personal and professional identity
Mathematics education · Pedagogy · Perception · Professional development · Teacher education · Art Education and Development · Educational Environments and Student Outcomes · Psychology · Teacher Education and Leadership Studies
Schoolteacher
Beyond ‘what works’
Examining images of teacher students
Feeling like a student but thinking like a teacher
Handbook of the Arts in Qualitative Research
Understanding Illness
A review of research on student teachers' professional identity
Becoming a teacher
Drawing ourselves into teaching
Contexts which shape and reshape new teachers’ identities
Reconsidering research on teachers’ professional identity
The personal and professional selves of teachers
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |