Examining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigation

Abstract

This paper brings a unique, longitudinal perspective to the field of teacher identity by extending on Lave and Wenger's (1991) notion of legitimate peripheral participation to theorise the relationship between teacher identity and agency in multiple and temporal practicum contexts. This study examined eight pre-service teachers in three teaching practicums over a three-year period. Findings reveal that each pre-service teacher became 'identity brokers' by employing agentic tools to affirm and maintain their identities within multiple practicum contexts. These agentic tools included demonstrating situated knowledge, codes of practice and establishing a system of relations with old-timers in each practicum school in order to gain legitimacy as a newcomer. In doing so, this paper demonstrates how legitimate peripheral participation offers a new way to theorise the complex and nuanced relationship between identity and agency in multiple and temporal contexts.

Initial Teacher Education and the Development of Teacher Identity

“…Given the centrality of identity-agency to identity development, pre-service teachers who are restricted in their ability to enact their identities may not sufficiently experience, explore and develop who they are as teachers prior to entry into the teaching profession. In contrast, pre-service teacher who have the opportunity to exercise identity-agency in their practicum conclude their teacher preparation program with a stronger sense of teacher self (Cobb et al, 2018).…”

“…Alongside this process of self-verification, identity development also requires validation from significant others. Teacher identity is a socially constructed phenomenon and, therefore, other teachers, peers, parents and students all play a role in affirming pre-service teachers' sense of 'teacher self' (Cobb et al, 2018). Yet, despite this process of external and internal validation, teacher identity tends to be unstable.…”

“…In other words, identity-agency mediates between ones own identity and wider environmental influences. For example, when pre-service teachers exercise identity-agency within a particular social context, such as the teaching practicum, they interpret their experiences as a teacher, and this helps them make sense of themselves within this professional role (Cobb et al, 2018). Active investment within a social context is essential to this shaping and reshaping of their identities.…”

“…The relationship between pre-service teacher and their associate/mentor teacher has a significant influence on pre-service teachers' identity development (Cobb et al, 2018). Central to this relationship is the degree to which pre-service teachers are afforded agency to enact their identities.…”

“…However, widespread interest in the field of teacher identity has also revealed the importance of developing teacher identity prior to entry into the teaching profession. Pre-service teachers who develop teacher identity during their teacher preparation program actively strengthen their pedagogical content knowledge, develop an early understanding of the teachers roles and responsibilities, build positive relationships with students and colleagues, and are motivated to enhance their teaching practice (Cobb, Harlow, & Clark, 2018;Harlow & Cobb, 2014). Furthermore, teacher identity is also believed to be a key factor in supporting pre-service teachers' transition into the teaching profession.…”