Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education

Sarah Steadman

doi:10.47852/bonviewIJCE42022029

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Sarah Steadman ¹ ^*

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¹ School of Education, Communication and Society, King's College London, UK^* Corresponding Author

Abstract

This paper advocates the relevance of ethnography as a methodology for researching preservice teacher education. The research underpinning this paper demonstrates the importance and relevance of the ethnographic imagination for examining the formation and development of preservice teacher identity, offering a means of capturing the lived experience of learning to teach from the perspective of those entering the profession. The experience of learning to teach on three graduate-level teacher education pathways in the South of England is explored using ethnographic methods. The yearlong immersion in three different research sites and subsequent thematic analysis of the generated data gives insight into the formation of the teacher identity, foregrounding the importance of place in the experiential journey of the preservice teacher. The comprehensive data generated from this study give unique insight into how ethnographic practices can reveal the developmental process of teacher identity and have relevance for teacher educators and researchers internationally.

Keywords

ethnography
ethnographic
identity
preservice teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

International Journal of Changes in Education, Volume 1, Issue 3, 2024, 134-139

https://doi.org/10.47852/bonviewIJCE42022029

Publication date: 27 Aug 2024

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Article Downloads: 4

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Acknowledgements

The research detailed here was supported by the Economic and Social Research Council. The author would like to thank Christine Harrison who provided critical feedback on earlier drafts of this paper.

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How to cite this article

APA

Steadman, S. (2024). Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education, 1(3), 134-139. https://doi.org/10.47852/bonviewIJCE42022029

Vancouver

Steadman S. Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education. 2024;1(3):134-9. https://doi.org/10.47852/bonviewIJCE42022029

AMA

Steadman S. Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education. 2024;1(3), 134-139. https://doi.org/10.47852/bonviewIJCE42022029

Chicago

Steadman, Sarah. "Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education". International Journal of Changes in Education 2024 1 no. 3 (2024): 134-139. https://doi.org/10.47852/bonviewIJCE42022029

Harvard

Steadman, S. (2024). Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education. International Journal of Changes in Education, 1(3), pp. 134-139. https://doi.org/10.47852/bonviewIJCE42022029

MLA

Steadman, Sarah "Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education". International Journal of Changes in Education, vol. 1, no. 3, 2024, pp. 134-139. https://doi.org/10.47852/bonviewIJCE42022029