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dc.contributor.authorAndrews, Christopher
dc.identifier.citationAndrews, C. (2020). “As Teachers, We” and “In My Future Classroom”: Pre-Service Teachers and Teacher Identity. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2439-2440). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.description.abstractProviding 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”.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.title“As Teachers, We” and “In My Future Classroom”: Pre-Service Teachers and Teacher Identityen_US
Appears in Collections:ICLS 2020

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