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Student identity construction in online teacher education: A narrative life history approach


Moss, T and Pittaway, S, Student identity construction in online teacher education: A narrative life history approach, International Journal of Qualitative Studies in Education, 26, (8) pp. 1004-1018. ISSN 0951-8398 (2013) [Refereed Article]

Copyright Statement

Copyright 2012 Taylor & Francis

DOI: doi:10.1080/09518398.2012.725139


This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a nontraditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of "student" to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now "pre-service teachers" forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher.

Item Details

Item Type:Refereed Article
Keywords:narrative life history, student/teacher identity, online learning, pre-service teacher education
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Moss, T (Dr Tim Moss)
UTAS Author:Pittaway, S (Dr Sharon Pittaway)
ID Code:80157
Year Published:2013 (online first 2012)
Deposited By:Education
Deposited On:2012-10-24
Last Modified:2017-11-20
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