Abstract
In our multi-cultural world, it is crucial that teachers have the ability to engage in dialogical and pluralistic discourse on identities. This qualitative study aimed to characterize the process that preservice teachers underwent in their course, “Identity Discourse in the Classroom,” in a teacher education college in Israel. The analysis focused on the development of their national-cultural identity. The results demonstrated that the students moved from ambiguity to clarity and reflexivity concerning their national-cultural identity. They also demonstrated that the course created an infrastructure for the emergence of a non-essentialist identity consciousness, one that reflects a moderate constructivist view.
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