Abstract

Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who plan to become teachers. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.

Degree

MA

College and Department

Teacher Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2020-08-06

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd11419

Keywords

teacher identity, teacher beliefs, vocation, emerging identity, young children, qualitative research, focus group, teacher education

Language

English

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