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A phenomenological study of the linkages between preservice teacher identity development and teaching Praxis

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TitleInfo
Title
A phenomenological study of the linkages between preservice teacher identity development and teaching Praxis
Name (type = personal)
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Blowe
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Paulette
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Paulette Blowe
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author
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Powell
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Arthur B
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Arthur B Powell
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Advisory Committee
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chair
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Rutgers University
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degree grantor
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Graduate School - Newark
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school
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Text
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theses
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2021
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2021-01
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English
Abstract
Professional identity development is a complex phenomenon experienced by preservice teachers before, during, and after their time spent in a teacher education program. Developing an effective praxis is also a complex phenomenon experienced by preservice teachers. Preservice teachers’ beliefs, perceptions, and experiences in teacher education programs shape their professional identity. What my study explored is the “how” about teacher identity development. My study is an inquiry into a black box: How does a preservice teacher’s sense of professional identity development during the Clinical II Student Teaching Practicum semester?

As a clinical instructor in three New Jersey teacher education programs, my work piqued my interest in preservice teacher identity development and the possible linkages with emerging praxis. I observed preservice teachers flourish in their field placement classrooms and I witnessed others flounder with their praxis. I also observed preservice teachers flounder and then flourish, and, to my dismay, I witnessed preservice teachers who floundered and then failed in their quest to become teachers. Teachers and teaching practices have primarily been studied by what teachers do while ignoring what might be going on with what they experience (Freeman, 2000). There is limited research on the linkages between professional identity development and praxis. Grossman (2008) and Cochran-Smith and Zeichner (2009) call for more thorough research on the linkages between identity development and preservice teachers’ praxis. This study answers that call in its systematic documentation of how a purposive sample of five preservice teachers, enrolled in a northeastern university’s college of education in their Clinical II Student Teaching Practicum semester, experienced becoming a teacher. An interpretive phenomenological analysis (IPA) approach allowed for a nuanced examination of the types and complexities of relationships between identity formation and praxis. Mixed methods were used to collect data in a pretest and posttest design.

Findings for this study indicate that teacher identity prescribes teacher praxis and teacher praxis, in turn, describes teacher identity. Engaging preservice teachers in their professional identity formation and facilitating their understanding and implementing effective classroom praxis must become the focus of teacher education programs, especially for programs with an urban education focus (Sardabi et al., 2018).
Subject (authority = local)
Topic
Teacher identity
Subject (authority = RUETD)
Topic
Urban Systems
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Rutgers University Electronic Theses and Dissertations
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ETD_11358
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1 online resource (xvii, 216 pages)
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Ph.D.
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Includes bibliographical references
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External ETD doctoral
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Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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Identifier (type = doi)
doi:10.7282/t3-b45m-sj03
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The author owns the copyright to this work.
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Blowe
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Paulette
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Permission or license
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2020-12-18 13:43:55
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Paulette Blowe
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Rutgers University. Graduate School - Newark
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Copyright protected
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Status
Open
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Permission or license
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