Source: Teachers and Teaching: Theory and Practice, Volume 16, Issue 5, 2010, p. 633 - 644.
The initial goal of this research project was to redesign a learning theory course as transitional space. The research then evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers' acquisition of teacher identity.
The study draws upon work by Elizabeth Ellsworth on transitional space and Deborah P. Britzman's work that deconstructs teacher education development.
The data for the study were collected throughout a three-semester graduate teacher education program and include narrative and formal writing using theoretical discourses.
Two case study illustrations of preservice teachers resulted from this work.
These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development.