ERG SES D 15, Practices and Education
Zhang et al. (2012) considered that identity was a product of society. On one hand, society endowed meaning of individual identity. One the other hand, identity had to be built and improved in society. Zhao (2013) indicated that normal university students had three identities: pre-endowed identity, institutional identity, and constructive identity.
Normal university students are area-targeted students in 6 normal universities in China, who have to work as teachers in the area that they come from. As to them, educational practice is of significance. Not only it is a compulsory component of their undergraduate program, but also its quality reflects on the level of teaching after induction. Identity of normal university students during educational practice can be considered as a subjective identity, which emerges autonomously through direct or indirect interaction with others in school. During educational practice, identities of normal university students (student teachers), influences their practical process, while this process influences their identities too.
Hall (1996) indicated that the individual obtained different identities in different time instead of centralization. We had contradictory identities and the identities are dynamic. Burke (2009) in his identity theory indicated that persons might be agencies (identities) in multiple systems of interaction. So, this research analyzes identities of normal university students (student teachers) from different aspects of their educational practice.
McNally et al. (2008) found that students’ and practice guidance teachers’ attitudes of student teachers’ role performances were main factors of forming their identities. Particularly, the relationships between their students and them were mainly motivated them to be teachers. Except from students and guidance teachers, factors of student teachers like previous experience themselves are in consideration in this research. So the research questions are what identities may be formed in different conditions during educational practice, and how students, guidance teachers, student teachers themselves and other factors influence this identity formation.
The objectives of this research are G and M, two male normal university students from B University, who completed their educational practice in Urumqi, China from September to November 2014. G is a Han practicing in E Senior School, giving lessons to Grade 10 and Grade 12. M is a Uigur practicing in F Junior School, giving lessons to Grade 9. I have been familiar with G for more than 3 years, so qualitative data gained can be more authentic.
Zhang, S., Li, H., & Liu, F. Review on research of identity [J]. Psychological Research, 2012, 5(1): 21-27. Zhao, M. Pre-endowed identity, institutional identity and constructive identity ——analysis of the identity of normal university students [J]. Educational Research, 2013, (6): 78-85. Denzin, N. K. Interpretive Interactionism [M]. Thousand Oaks: SAGEPublications, 2001: 60-66. Hall, S. The question of cultural identity [A], in Modernity and its Futures, ed. S. Hall, D. Held, & McGrew, T. Cambridge: Polity Press, 1992: 277. Huang, S., & Gong, P. Research on Theory and Method of Cultural Anthropology [M]. Guangzhou: Guangdong Higher Education Press, 2013: 337-355. McNally, J., Blake, A., Corbin, B., & Gray, P. Finding an identity and meeting a standard: connecting the conflicting in teacher induction [J]. Journal of education policy, 2008, 23 ( 3): 287- 298. Song, L. Western Social Theory [M]. Nanjing: Nanjing University Press, 1997: 272. Yang, H., & Chen, X. Research on student teacher identity based on practice curriculum [J]. Theory and Practice of Education, 2012, 32(28): 33-36.
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