[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602244-105":59,"doc-detail-602244-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","from-student-to-teacher-renegotiating-professional-identities-article-7","From Student to Teacher: Renegotiating Professional Identities - Article 7","","Investigates how student internship experiences and first-year employment in the same institution shape beginning teachers’ professional identity formation. Using a qualitative case study with two participants and four in-person interviews, the study examines how PSTs transition from student roles to instructional leadership while renegotiating identities through classroom practice, dialogue, and institutional culture. Findings address how prior relationships, known successes and failures, and new team contexts create both connection and social pressure.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-student-to-teacher-renegotiating-professional-identities-article-7/602244/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-student-to-teacher-renegotiating-professional-identities-article-7/602244.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What questions does the case study aim to answer?","Question",{"text":112,"@type":113},"It asks how student internships and first-year placement in the same school relate to teacher identity formation, and how student teaching experiences connect to professional identity formation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"Qualitative data were collected from two participants through four in-person interviews, with two interviews for each participant.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is hiring in the same institution after an internship considered significant?",{"text":121,"@type":113},"Because it builds on familiarity with school culture and relationships, yet can also place new teachers in an uncomfortable social position where expectations and comparisons are heightened.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602244,1792094320,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Educational Considerations  \n\n| Volume 49  Number 3 | Article 7 |\n| --- | --- |\n| 2024\u003Cbr>From Student to Teacher: Renegotiating Professional Identities\u003Cbr>Zachary Milford\u003Cbr>University of Kentucky, [zachary.milford@gmail.com](zachary.milford@gmail.com)\u003Cbr>Anne Corey Reed\u003Cbr>Eastern Kentucky University, [annecorey318@gmail.com](annecorey318@gmail.com)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Higher Education and Teaching Commons, and the Other Teacher Education and Professional Development Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nMilford, Zachary and Reed, Anne Corey (2024) \"From Student to Teacher: Renegotiating Professional Identities,\" Educational Considerations: Vol. 49: No. 3. [https://doi.org/10.4148/0146-9282.2381](https://doi.org/10.4148/0146-9282.2381)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nFrom Student to Teacher: Renegotiating Professional  \nIdentities  \nZachary Milford and Anne-Corey Reed  \nIntroduction  \nAs preservice teachers (PSTs) enter student internships, they bring their preformed professional  \nidentities and their understanding of “good teaching.” Often, they find that their preconceived  \nexpectations of good teaching are at odds with their own practices (DiCicco et al., 2014; Nghia  \n& Tai, 2017) . PSTs often imagine their experiences as enjoyable but fail to recognize the  \nchallenges ofthe profession (Beltman et al., 2015) . When these inconsistent influences on  \nidentity converge, the PSTs enter dialogue with themselves and others to construct a new identity that can incorporate the mismatched identities (Hallman, 2007) . These identities are constantly in  \nflux and renegotiated with new experiences and internal and external dialogue (Golzar, 2020;  \nYuan et al., 2019). PSTs also bring their personal experiences linked to demographic identities,  \nsuch as gender, race, and ethnicity, to their professional identity formation (Allard & Santoro,  \n2006) .  \nAs PSTs progress through their internship, they further imagine themselves as professionals  \nrather than students (Chong & Low, 2008). In doing so, they form tentative identities somewhere  \nbetween students and practitioners. These are “not stable entit[ies], but a way of explaining and  \njustifying their experiences to themselves and using this justification to monitor and direct their  \nown professional development”(Sutherland et al., 2009) . PSTs, therefore, negotiate between the  \nconceptualized identities they have formed and their own experiences.  \nHowever, when PSTs begin their professional roles, they yet again build upon the identity  \nformed in their internship to establish tentative professional teacher identities. Though PSTs  \nstruggle to transition their identities into instructional leaders and partners, they are quickly  \nthrust into those roles as professional teachers (Coward et al., 2012). Like their PST identities,  \nthese professional identities are “dynamic, ever changing, and malleable construct[s]”(Golzar,  \n2020). Many factors influence this renegotiation. Classroom practices serve as loci for identity  \nformation, but identity formation reciprocates the role in determining practices (Kaya &  \nDikilitas, 2019; Morgan, 2004) .  \nWhile much scholarly attention has been paid to both PSTs and professional teacher identity  \nformation, little research has been done to understand the transitory nature of identity when PSTs  \nare hired in the same institution where they completed their internship. One of the commonly  \npurported benefits of student internsh","cbCaiugYyASLiXvB","https://ap.wps.com/l/cbCaiugYyASLiXvB","pdf",520647,11,"English","# Introduction\n## Preservice and professional identity formation\n# Research Methods\n## Case study design and participant context","[{\"question\":\"What questions does the case study aim to answer?\",\"answer\":\"It asks how student internships and first-year placement in the same school relate to teacher identity formation, and how student teaching experiences connect to professional identity formation.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Qualitative data were collected from two participants through four in-person interviews, with two interviews for each participant.\"},{\"question\":\"Why is hiring in the same institution after an internship considered significant?\",\"answer\":\"Because it builds on familiarity with school culture and relationships, yet can also place new teachers in an uncomfortable social position where expectations and comparisons are heightened.\"}]","From Student to Teacher: Renegotiating Professional Identities - Article 7 | PDF",28]