| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 94 === This is a study to answer “who am I ?” in educational context.
“Who am I ? ” is the beginning of self identity. Identity uncover one’s images of himself as a way of understanding his practice, explicitly seeking a link between image and practice. By concerning identity and education, this study focus on preservice teacher’s identity. The purposes are investigating preservice teacher’s identity and the factors influencing it. The participants are five elementary preservice teachers. This study employs the qualitative research as the methodology for this study. The qualitative research is base on the way of one-year interview to collect the information and use the interview document to record the feeling and experience by writing word to word.
The main findings are summarized as follows:
1. Preservice teacher’s identity is constructed by interaction between self and others in practical training.
2. Preservice teacher’s identity includes multiple role performances.
3. Facing the identity confusion, preservice teacher presents passive resistance.
4. Preservice teacher’s identity affects perfprmances in practical training and obtaining teacher identity.
5. Colleagues help a lot in practical training.
This study show the model and the pictures (role performances) of preservice teacher’s identity. the model provides a framework to realize preservice teacher’s identity.
Finally, some suggestions are proposed for student teachers, teacher preparation system and future studies.
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