INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 27, 2024 4 2

Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education

Sarah Steadman 1 *
1 School of Education, Communication and Society, King's College London, UK* Corresponding Author
International Journal of Changes in Education, 1(3), 2024, 134-139, https://doi.org/10.47852/bonviewIJCE42022029
Publication date: Aug 27, 2024
Full Text (PDF)

ABSTRACT

This paper advocates the relevance of ethnography as a methodology for researching preservice teacher education. The research underpinning this paper demonstrates the importance and relevance of the ethnographic imagination for examining the formation and development of preservice teacher identity, offering a means of capturing the lived experience of learning to teach from the perspective of those entering the profession. The experience of learning to teach on three graduate-level teacher education pathways in the South of England is explored using ethnographic methods. The yearlong immersion in three different research sites and subsequent thematic analysis of the generated data gives insight into the formation of the teacher identity, foregrounding the importance of place in the experiential journey of the preservice teacher. The comprehensive data generated from this study give unique insight into how ethnographic practices can reveal the developmental process of teacher identity and have relevance for teacher educators and researchers internationally.

KEYWORDS

ethnography ethnographic identity preservice teacher education

CITATION (APA)

Steadman, S. (2024). Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education, 1(3), 134-139. https://doi.org/10.47852/bonviewIJCE42022029
Harvard
Steadman, S. (2024). Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education, 1(3), pp. 134-139. https://doi.org/10.47852/bonviewIJCE42022029
Vancouver
Steadman S. Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education. 2024;1(3):134-9. https://doi.org/10.47852/bonviewIJCE42022029
AMA
Steadman S. Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education. 2024;1(3), 134-139. https://doi.org/10.47852/bonviewIJCE42022029
Chicago
Steadman, Sarah. "Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education". International Journal of Changes in Education 2024 1 no. 3 (2024): 134-139. https://doi.org/10.47852/bonviewIJCE42022029
MLA
Steadman, Sarah "Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education". International Journal of Changes in Education, vol. 1, no. 3, 2024, pp. 134-139. https://doi.org/10.47852/bonviewIJCE42022029

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