Australian Journal of Teacher Education
Abstract
This article reports the analysis of two preservice teachers’ narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way, they formed expectations or imaginations of their professional roles and responsibilities prior to the teaching internships. When entering the teaching internships, these pre-existing expectations or imaginations were challenged by the reality they faced. Their engagement with the internship, resilience and negotiations of professional practices were found to be significant for the development of their teacher identities. The article discusses some important implications for teacher education programs.
Recommended Citation
Le Huu Nghia, T., & Ngoc Tai, H. (2017). Preservice Teachers’ Identity Development during the Teaching Internship. Australian Journal of Teacher Education, 42(8). https://doi.org/10.14221/ajte.2017v42n8.1