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It addresses complexities in role socialization and their interrelationships, and it discusses implications for teacher education practice and policy, concluding with the value of collaborative, relational self-study for professional identity development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/negotiating-identities-in-the-transition-from-graduate-student-to-teacher-educator/594380/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/negotiating-identities-in-the-transition-from-graduate-student-to-teacher-educator/594380.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What identity change does the paper focus on?","Question",{"text":63,"@type":64},"The paper focuses on the transition of graduate students into teacher educators and the ongoing identity transformation involved.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper study this transformation?",{"text":68,"@type":64},"It uses self-study narratives grounded in intricate personal and collaborative reflection to examine learning and reflection in assuming new role identities.",{"name":70,"@type":61,"acceptedAnswer":71},"Which theoretical framework is used to explain identity and learning?",{"text":72,"@type":64},"The paper draws on communities of practice theory, including Wenger’s view of identity as negotiated and social, along with learning as participation in communities of practice (Wenger; Lave & Wenger).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594380,1792170943,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Negotiating Identities in the Transition from Graduate Student to Teacher  \nEducator  \nMelody Viczko  \nLisa L. Wright  \nUniversity of Alberta, Canada  \nAbstract: Although practitioners, policy-makers, and academics call for  \nreform in teacher education, there is ambiguity surrounding the identity  \ntransformation of graduate students who “become” teacher educators. This  \nself-study uses narratives, based on intricate personal and collaborative  \nreflection, to explore how the assumption of new role identities is an intricate and ongoing process of learning and reflection. In addition to considering the complexities and interrelationships inherent in role socialization, implications  \nfor teacher education practice and policy are raised. We conclude that it is  \nbeneficial, for both teacher educators and preservice teachers, to engage in  \ncollaborative and relational forms of self-study that foster educative  \nunderstanding and heightened awareness of professional identity.  \nIntroduction  \nOver the last four decades, practitioners, policy-makers, and academics have emphasized the need for reform in teacher education (Beynon, Grout & Wideen, 2004; Koerner, 1963; Russell, 2005; Tyson, 1994; Wideen & Grimmett, 1997) . In response to these calls for reform, many Canadian teacher education programs have established clinical professor or graduate student teaching positions to provide teacher to pre-service teacher training (Beynon et al., 2004) . As teachers enter graduate school, they often make the transition to the role of teacher educator with little formal support from the university institution for continuing development (Cochran-Smith, 2003; Korthagen, Loughran & Lunenberg, 2005; Zeichner, 2005) . Therefore, the socialization of school teacher to teacher educator is fraught with tension as teachers attempt to re-identify within new roles.  \nThis paper describes our socialization process into a new community of practice (Wenger, 1998) and how the assumption of new role identities is an intricate and ongoing process of learning and reflection. Narratives, depicting our lived experiences as stories (Ellis, 2004), illuminate the tensions experienced in the process of graduate students “becoming” teacher educators. These narratives are then connected with current theories related to communities of practice (Wenger, 1998), teacher educator identity (Beynon et al., 2004; Britzman, 2003), and co-constructive pedagogy (Lambert, 1998) as they relate to identity formation and role socialization. Lastly, for the reader’s consideration, implications for practice are raised on the basis of our analysis of the complex factors and practices that affected our understanding of our new role and identity as teacher educators.  \nTheoretical Framework  \nWenger (1998) theorized that identity is lived, negotiated and social in nature, whereby“identity is a becoming; the work of identity is ongoing and pervasive”(Wenger, 1998, p. 163) . To  \nAustralian Journal of Teacher Education 15  \nWenger (1998), identity is formed through a dialogical process; an experience and its social interpretation inform each other. The individual interprets the meaning of an experience in participation with others in the context of his/her environment. Identity is lived, negotiated and constructed through a process of social interaction in the context of our lived experience. How we construct knowledge about our profession and how we interpret our position are “negotiated in the course of doing the job and interacting with others. It is shaped by belonging to a community but with a unique identity. It depends on engaging practice, but with a unique experience”(Wenger, 1998, p. 146) .  \nSimilarly, in the context of teacher education, Britzman (2003) argued that identity is an unstable, contradictory, and unfinalized relation of oneself– identity in teaching is shaped by tensions in the relationship between theory and practice, knowledge and experience, thought and actio","cbCaigmSZlfRUBW3","https://ap.wps.com/l/cbCaigmSZlfRUBW3","pdf",201628,13,"English","# Abstract\n# Introduction\n# Theoretical Framework","[{\"question\":\"What identity change does the paper focus on?\",\"answer\":\"The paper focuses on the transition of graduate students into teacher educators and the ongoing identity transformation involved.\"},{\"question\":\"How does the paper study this transformation?\",\"answer\":\"It uses self-study narratives grounded in intricate personal and collaborative reflection to examine learning and reflection in assuming new role identities.\"},{\"question\":\"Which theoretical framework is used to explain identity and learning?\",\"answer\":\"The paper draws on communities of practice theory, including Wenger’s view of identity as negotiated and social, along with learning as participation in communities of practice (Wenger; Lave \\u0026 Wenger).\"}]","Negotiating Identities in the Transition from Graduate Student to Teacher Educator | PDF",1792079053,33]