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Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers

Authors
Journal
Teaching and Teacher Education
0742-051X
Publisher
Elsevier
Volume
30
Identifiers
DOI: 10.1016/j.tate.2012.10.006
Keywords
  • Teacher Learning
  • Identity
  • Paired-Placement
  • Teacher Collaboration
  • Activity Theory
  • Contradictions
  • Perezhivanie
  • Zpd
Disciplines
  • Education

Abstract

Abstract This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and perezhivanie, to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities.

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