Lost in being : (re)situating self in teacher education

Lost in being : (re)situating self in teacher education

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An important dimension of becoming a teacher is the development of a teacher identity. The research literature suggests that teacher candidates progress through three specific identities—pre-teaching, fictive and lived. While this framework provides a structure with which to consider identity develo...

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Main Author: Leuty, Robyn
Language:English
Published: University of British Columbia 2013
Online Access:http://hdl.handle.net/2429/44771
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spelling ndltd-UBC-oai-circle.library.ubc.ca-2429-447712018-01-05T17:26:46Z Lost in being : (re)situating self in teacher education Leuty, Robyn An important dimension of becoming a teacher is the development of a teacher identity. The research literature suggests that teacher candidates progress through three specific identities—pre-teaching, fictive and lived. While this framework provides a structure with which to consider identity development, it does not address the ways in which transitions between these identities impact teacher candidates. Drawing on Dwayne Huebner’s (1969) concept of being-in-the-world as discourse this study explores being in teacher education through the narratives of three teacher candidates (including the author’s). Using existential themes of language, wonder, and temporality the study reveals that being-as-teacher candidate is dynamic, fragmented, and limited in possibility. Implications for teacher education are discussed. Education, Faculty of Curriculum and Pedagogy (EDCP), Department of Graduate 2013-08-12T14:49:51Z 2013-08-12T14:49:51Z 2013 2013-11 Text Thesis/Dissertation http://hdl.handle.net/2429/44771 eng Attribution-NonCommercial 2.5 Canada http://creativecommons.org/licenses/by-nc/2.5/ca/ University of British Columbia
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language English
sources NDLTD
description An important dimension of becoming a teacher is the development of a teacher identity. The research literature suggests that teacher candidates progress through three specific identities—pre-teaching, fictive and lived. While this framework provides a structure with which to consider identity development, it does not address the ways in which transitions between these identities impact teacher candidates. Drawing on Dwayne Huebner’s (1969) concept of being-in-the-world as discourse this study explores being in teacher education through the narratives of three teacher candidates (including the author’s). Using existential themes of language, wonder, and temporality the study reveals that being-as-teacher candidate is dynamic, fragmented, and limited in possibility. Implications for teacher education are discussed. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
author Leuty, Robyn
spellingShingle Leuty, Robyn
Lost in being : (re)situating self in teacher education
author_facet Leuty, Robyn
author_sort Leuty, Robyn
title Lost in being : (re)situating self in teacher education
title_short Lost in being : (re)situating self in teacher education
title_full Lost in being : (re)situating self in teacher education
title_fullStr Lost in being : (re)situating self in teacher education
title_full_unstemmed Lost in being : (re)situating self in teacher education
title_sort lost in being : (re)situating self in teacher education
publisher University of British Columbia
publishDate 2013
url http://hdl.handle.net/2429/44771
work_keys_str_mv AT leutyrobyn lostinbeingresituatingselfinteachereducation
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