From Clothing to Skin: Identity Work of Student Teachers in Culminatingfield Experiences

From Section:
Preservice Teachers
Aug. 20, 2009

“This article was published in Teaching and Teacher Education, Vol 25 number 6,
Authors: William Gaudelli and Denise Ousley, " From Clothing to Skin: Identity Work of Student Teachers in Culminatingfield Experiences", Pages 931-939, Copyright Elsevier (August 2009)”.

What constitutes a good teacher is construed as one who knows content, pedagogy, and student cognitive and emotional development sufficiently. Such role discourse pervades talk about effective teaching among policymakers, the lay public, and to some degree, institutions of teacher education that abide by NCATE-like formulations of program and candidate evaluation. Student teaching is a critical period for identity development of beginning teachers, yet it often lacks the space to work through this process with their peers.

The authors engaged a semester length phenomenological narrative study of ten student teachers in an onsite student teaching seminar. Participants’ stories revealed that a more complete sense of self arose through conflicts encountered and the disjuncture of perceptions and realities of beginning to teach.

Based on the analysis of the data, authors argue that field-based, reflexive, and situational discourse space has merit as part of the larger teacher education curriculum.

Updated: Jan. 17, 2017
Field experiences | Identity | Narrative inquiry | Preservice teacher education | Student teachers | Student teaching