Living on both sides of the screen: An Ethnographic study of the impact of personal and professional identities on teacher candidates’ pedagogical practices

The purpose of this ethnographic study is to trace the process of identity development of eight teacher candidates enrolled in the Bachelor of Education and Master of Arts in Teaching and Learning programs offered by a large English public university located in the Eastern part of Canada. In this study, the researcher aims to address how the personal and professional identities of teacher candidates impact their classroom practices during student teaching, using relevant conceptual and theoretical lenses to trace this process. Using the qualitative research methods of individual interview, reflective memo, and eportfolio, the researcher collected primary evidence from the selected teacher candidates. The findings of the study reveal that the ethos of becoming a teacher resides in various stages of teacher socialization. This process begins early within informal spaces such as family, schooling, and communities of sociocultural orientation and continues across formal spaces of Teacher Education and student teaching, including career-long professional development. This study provides insights into the ways teacher candidates make meaning of themselves while learning to teach vis-à-vis their personal histories, beliefs system, and prior learning experiences. The study findings also indicate that teacher candidates express a variety of positive and negative emotions triggered during coteaching with their assigned co-operating teachers. These emotional responses correspondingly affect their sense of teacher agency and their voices as individual teachers, and thus influence their emerging professional identities. The study suggests some implications for teacher training, teaching practice, and for teacher research at micro and macro levels. On a micro level, the study findings are useful for teacher educators and mentor-teachers in designing teaching processes that integrate the personal histories and prior experiences of individual teacher candidates. On a macro level, the findings inform future researchers about probable methodological approaches to conduct future research on identity development and teacher practice. Major findings are discussed, along with study limitations, and future directions

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