Date of Award

Spring 5-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Program/Concentration

Curriculum and Instruction

Committee Director

Jori Beck

Committee Member

Steve Myran

Committee Member

Kristine Sunday

Abstract

Clinical practice within teacher residencies offers contextually based experiences that are influential in the development of professional teacher identities. Additionally, the stories told by teacher candidates about these experiences are instrumental to this development as narratives and identity are intertwined (Clandinin & Connelly, 2000). Consequently, this study employs narrative inquiry to explore the three-dimensional space of time, place, and sociality that teacher candidates encountered for the first part of their clinical practice within a teacher residency. Additionally, I explore tensions each participant faced. Data collection included interviews, observations, and artifacts as each piece of data informed the other. Then, thinking with theory was employed as each participant’s story was told (Jackson & Mazzei, 2012). Specifically, Anzaldúa’s (1987) identity theories were used as a lens to make meaning. Using this lens resulted in bringing to the forefront borders, borderlands, and bridges that each participant faced as they were becoming someone new. These borders and bridges were influential to the shaping of participants’ professional identities, and they manifested in aspects of the people, places, and time associated with the stakeholders of the teacher residency. Hybrid spaces and roles were also beneficial for identity development. Subsequently, there is need for continued pursuit of co-construction amongst stakeholders as well as intentional borderland discourses that support teacher candidates in negotiating their professional teacher identities.

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DOI

10.25777/qbf0-jf45

ISBN

9798819394168

ORCID

0000-0003-1729-7544

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