Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers

Abstract

<jats:p>In Aotearoa New Zealand, as in many pluralistic democracies, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural contexts. This paper presents findings from a teacher education program specifically designed to address this need within the national context of </jats:p>

Developing Teacher Identity while Creating Culturally Authentic Materials

“…The participants were passionate about the project and goal of providing these stories to the Thai students. This passion was expressed as they wrote about wanting to make the materials truly accessible to the target audience, which demonstrated Hopper and Sanford's (2004) and Fickel and Abbiss's (2019) position that cognition and learning cannot be separated. Likewise, this supports what Olsen (2011) posits, namely, that emotions and ideologies are both aspects of identity development beyond just knowing the subject matter.…”

“…Olsen (2011) further points out that identity is about emotions and ideologies, not just knowledge. Fickel and Abbiss (2019) discuss the idea that identity is about becoming a certain person, not just gaining information.…”

“…Due to the complexities of the identity and the need for stability, the situations that TCs are placed in provide fertile ground for exploration, as they grapple with the ideas and actions that they need to learn, do, and become as a professional. Learning and identity development are inextricably linked (Fickel & Abbiss, 2019Hopper & Sanford, 2004). As stated above, TEPs tend to use the university classroom and various practicum settings to guide students in their path to professionalism.…”

What Makes Me, Me? Factors influencing pre-service teacher personal identity development during professional practice

“…Other contexts included early childhood (Keary et al, 2020), high school PSTs (Jones, 2019) and PSTs as counsellors (Yuan et al, 2019). Few studies considered primary school PSTs (Nguyen & Loughland, 2018;Stenberg & Maaranen, 2020;Torres-Cladera et al, 2021), particularly in NZ (Cobb et al, 2018;Fickel & Abbiss, 2019;Harlow & Cobb, 2014).…”

“…Studies were mostly qualitative, but some involved mixed-methods (Fickel & Abbiss, 2019;Harlow & Cobb, 2014;Zhao & Zhang, 2017). Many were of a cross-section nature for example Ampadu et al (2021), Posada-Ortiz (2022 and Riyanti (2021), while some were longitudinal, (Cobb et al, 2018;Edwards & Edwards, 2017).…”