Teacher Identity Development Through Growth Mindset, Coping and Meaning Making: An Intepretive Case Study of Preservice Teachers in the Liminal Space of Simulated Parent Teacher Conferences
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Authors
Kilbourn, Emily
Issue Date
2021-11-12
Item Type
Thesis
Language
en_US
Keyword
Alternative Title
Abstract
The subject of teacher identity is problematized by a number of factors and is compounded by its relationship to various constructs, including liminality. To further explore the process of teacheridentity development in preservice teachers, this interpretive case study addresses what the contribution of liminal experiences are to teacher identity formation, within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Qualitative data analysis resulted in one finding statement featuring three key themes each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences, (a) adopted a growth mindset, (b) employed coping strategies in liminality, and (c) made meaning from experiences. A discussion of the findings demonstrates that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity; implications included positioning the mixed-reality experience as a mastery opportunity to enable preservice teachers to build perceived self-efficacy and practice resilience. Preservice teacher participants who employed coping strategies in liminality exercised different forms of coping, but the range of strategies was limited. Because emotional regulation is an important asset to teaching, an implication is that teacher preparation might be mobilized as a context to teach coping strategies. Finally, with respect to how preservice teachers made meaning from experiences, a significant factor was the role reflection played in this process and an implication involves the need for preservice teachers to be acquainted with a range of reflective practices, including reflecting on their own identities.