Enhancing the Development of Pre-Service Teacher Professional Identity via an Online Classroom Simulation

Autor/inn/en	Carrington, Lisa; Kervin, Lisa; Ferry, Brian
Titel	Enhancing the Development of Pre-Service Teacher Professional Identity via an Online Classroom Simulation
Quelle	In: Journal of Technology and Teacher Education, 19 (2011) 3, S.351-368 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Foreign Countries; Preservice Teacher Education; Undergraduate Study; Theory Practice Relationship; Professional Identity; Preschool Teachers; Preservice Teachers; Educational Strategies; Web Based Instruction; Computer Simulation; Simulated Environment; Role Playing; Case Studies; Virtual Classrooms; Comparative Analysis; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Grundstudium; Theorie-Praxis-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrstrategie; Web Based Training; Computergrafik; Computersimulation; Künstliche Umwelt; Rollenspiel; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Australien
Abstract	The development of a professional identity plays an important part in pre-service teacher education. However, very little is explicitly taught about how one can develop a teacher professional identity via pre-service teacher education (Allen, 2005:1). Rather, as a pre service teacher progresses through their degree, they are expected to develop their professional identity via university coursework (theory), field experiences (practice), and most importantly through the connections they make between theory and practice. This paper reports on a comparative case study of first and final year pre-service teachers enrolled in an undergraduate education degree who engaged with an online classroom simulation. The two cases are compared and contrasted using the theoretical construct of teacher professional identity. The findings indicated the first year pre-service teachers were able to identify and articulate their emerging teaching philosophy and began to visualise themselves in the role of a classroom teacher. This was seen as evidence of developing their own professional identity that may have been enhanced by their experience with the simulation. By way of comparison, the final year pre-service teachers were able to draw upon their previous experiences and knowledge whilst engaging with the simulation to articulate their philosophy of teaching and make important connections between their university coursework and field experiences. They also made use of the available cognitive tools in the simulation to reflect upon experiences that they saw as contributing to their future role as a teacher. In this way the simulation enhanced the professional identity of these participants. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10