Enhancing the development of pre-service teacher professional identity through the use of a virtual learning environment
Lisa Carrington, Lisa Kervin, Brian Ferry, University of Wollongong, Australia
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on a comparative case study of first and final year pre-service teachers (PSTs) enrolled in an undergraduate education degree who engaged with a virtual learning environment (VLE) provided by an online classroom simulation. The two cases are compared and contrasted using the theoretical construct of teacher professional identity. The findings indicated the first year PSTs were able identify and articulate their emerging teaching philosophy and begin to visualise themselves in the role of a classroom teacher. The final year PSTs were able to draw upon their previous experiences and knowledge whilst engaging with the VLE to articulate their philosophy of teaching and make important connections between their university coursework and field experiences. Thus the VLE enhanced the professional identity of these participants.
Carrington, L., Kervin, L. & Ferry, B. (2009). Enhancing the development of pre-service teacher professional identity through the use of a virtual learning environment. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1402-1409). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).