Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education

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DOI:

https://doi.org/10.47852/bonviewIJCE42022029

Keywords:

ethnography, ethnographic, identity, preservice teacher education

Abstract

This paper advocates the relevance of ethnography as a methodology for researching preservice teacher education.  The research underpinning this paper demonstrates the importance and relevance of the ethnographic imagination for examining the formation and development of preservice teacher identity, offering a means of capturing the lived experience of learning to teach from the perspective of those entering the profession. The experience of learning to teach on three graduate-level teacher education pathways in the South of England is explored using ethnographic methods. The yearlong immersion in three different research sites and subsequent thematic analysis of the generated data gives insight into the formation of the teacher identity, foregrounding the importance of place in the experiential journey of the preservice teacher. The comprehensive data generated from this study gives unique insight into how ethnographic practices can reveal the developmental process of teacher identity and has relevance for teacher educators and researchers internationally. 

 

Received: 8 November 2023 | Revised: 21 December 2023 | Accepted: 3 January 2024

 

Conflicts of Interest

The author declares that she has no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.

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Published

2024-01-04

How to Cite

Steadman, S. (2024). Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE42022029

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Research Articles

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