Abstract
This paper presents research findings in relation to the multiple identities of students undertaking early childhood field-based initial teacher education (FBITE). The research draws on the understanding that social actors hold multiple identities based on membership across a myriad of social groups, or communities. Data was gathered using qualitative surveys from first year and final year students from across four early childhood field-based initial teacher education programmes within Aotearoa New Zealand. Additional data was also gathered using focus groups with teacher educators on these programmes. Analysis of the data shows that the academic identity of students is influenced by multiple identities relating to the interrelationship between membership of academic, professional and personal communities in relation to social, role and personal identities. The research findings provide an account of the academic identities of students in field-based study and aspects of consideration for ongoing programme design and development.
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Dunham, N. Multiple Identities of Field-Based Early Childhood Education Student Teachers. NZ J Educ Stud 53, 275–288 (2018). https://doi.org/10.1007/s40841-018-0116-5
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DOI: https://doi.org/10.1007/s40841-018-0116-5