“As Teachers, We” and “In My Future Classroom”: Pre-Service Teachers and Teacher Identity

Abstract

Providing rich opportunities for identity development for prospective teachers is important in preparing them for the classroom. This study drew on expansive framing (Engle, 2006) to engage pre-service teachers in connecting current learning to prior and future experiences during an online Educational Psychology course. This study used interaction analysis to examine how pre-service teachers constructed teacher identities and what discursive resources they used. Preliminary analyses identified two phrases that were often used by the pre-service teachers in identity development, “As teachers, we” and “In my future classroom”.