Exploring the identities of final-year student-teachers: Narratives of teaching practice.

Abstract

There exists extensive research on the practices of student-teachers, the language barriers they experience, reflection and stressors related to teaching practice (hereafter referred to as TP). However, the phenomenon of student-teachers’ identities in higher education has been studied minimally. The focus of this study is to explore the extent to which TP shapes the professional identity of student-teachers. For example, one’s multiple inherent identities, their home context and family dynamics are just a few of the factors that shape the type of person that they become. Similarly, the theoretical knowledge which a student-teacher acquires from a Higher Education Institution (hereafter referred to as HEI), the contexts in which they live and learn, and their personal values and beliefs, will play a role in determining the type of teacher that they become. In this study, narrative inquiry was used as the research methodology, and I used two methods of data generation. The first data generation method was letter writing and the second was individual interviews. The study was conducted at the time when there were still Covid-19 restrictions. Due to the Covid-19 safety protocols, letters and interviews were conducted electronically (letters were emailed and interviews took place via an online platform). The study was conducted at a selected HEI within KwaZulu-Natal; the data sample consisted of six participants, of which all were final year BEd. students who had completed their final TP. The study adopted Sheldon Stryker’s identity theory as its theoretical framework. The theory assisted with understanding how identities are constantly constructed, deconstructed and reconstructed each time a new experience is encountered. It also shed light on how the most prominent identity role takes priority over other roles as and when a particular situation arises. The findings showed that context impacted identity construction among the student-teachers to a great extent. For example, the student-teachers who were placed in what they experienced as productive and supportive school contexts felt a greater sense of satisfaction and optimism towards the profession as opposed to student-teachers who experienced lack of support and harassment. Another finding was that student-teachers were acting as agents of change subconsciously, as they were not completely aware of their professional identities whilst being out on TP. However, they were able to take decisive measures in order to overcome their challenges. Some student-teachers (participants in this study) also mentioned that they became more aware of their emotions and practices during TP, and that TP was instrumental in helping them to learn more about themselves professionally. Therefore, the findings of the study provide insights into how student-teachers construct and negotiate their identities in the HEI context.