Search results for: Sutherland Louise

In making the transition from student to teacher, preservice teachers create their own professional identity. This study examines the preservice teachers’ ability to articulate this identity through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum.