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- W2041683199 abstract "Although practitioners, policy-makers, and academics call for reform in teacher education, there is ambiguity surrounding the identity transformation of graduate students who “become” teacher educators. This self-study uses narratives, based on intricate personal and collaborative reflection, to explore how the assumption of new role identities is an intricate and ongoing process of learning and reflection. In addition to considering the complexities and interrelationships inherent in role socialization, implications for teacher education practice and policy are raised. We conclude that it is beneficial, for both teacher educators and preservice teachers, to engage in collaborative and relational forms of self-study that foster educative understanding and heightened awareness of professional identity." @default.
- W2041683199 created "2016-06-24" @default.
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- W2041683199 date "2010-01-01" @default.
- W2041683199 modified "2023-09-27" @default.
- W2041683199 title "Negotiating Identities in the Transition from Graduate Student to Teacher Educator" @default.
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- W2041683199 doi "https://doi.org/10.14221/ajte.2010v35n1.3" @default.
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