Abstract
Professional identity is an area of significant research in engineering and health care but research in special education teacher identity is limited. Using the framework of Identity Theory, this study examined the evolving professional identity standard of seven preservice teacher candidates using concept maps across three points in time during their preparation program. An analysis of course syllabi provided context for the knowledge and skills learned during the program. A focus group interview with the candidates at the completion of their program targeted the factors they felt influenced their development. Findings indicate that participants’ identity standard evolved throughout the program, particularly related to special education teacher role, with significant consolidation and integration occurring during the internship experience. Implications of these findings are discussed.
Published Version
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Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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