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  • A Case Study Analysis of Preservice Technology Education Students’ Professional Identity Transition

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    Trevallion_2017_01Thesis.pdf (2.561Mb)
    Author(s)
    Trevallion, Deborah Lee
    Primary Supervisor
    Klieve, Helen
    Other Supervisors
    Middleton, Howard
    McDonald, Christine
    Finger, Glenn
    Year published
    2017
    Metadata
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    Abstract
    This thesis investigates the factors that shape the professional identity of preservice Technology Education (TE) students who are transitioning from trade and technical workplaces to university in order to become secondary TE teachers. During the period that this research was undertaken, TE underwent major curriculum changes and this succession of curriculum change generated high levels of tension and confusion in TE (Seemann, 2003), resulting in a change in identity for secondary TE teachers (Harfield, 2014; Williams, 2012) and a resistance to further TE curriculum changes (Howard & Mozejko, 2015). As such, the challenges ...
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    This thesis investigates the factors that shape the professional identity of preservice Technology Education (TE) students who are transitioning from trade and technical workplaces to university in order to become secondary TE teachers. During the period that this research was undertaken, TE underwent major curriculum changes and this succession of curriculum change generated high levels of tension and confusion in TE (Seemann, 2003), resulting in a change in identity for secondary TE teachers (Harfield, 2014; Williams, 2012) and a resistance to further TE curriculum changes (Howard & Mozejko, 2015). As such, the challenges associated with professional identity development must be addressed to enable the effective transition of a preservice TE student to a TE teacher. This study focuses on the professional identity changes required to support the modifications to the TE curriculum and seeks to identify a way to promote professional identity transition. This study utilises six case studies. The data was collected during the first semester of preservice teachers study in a TE Foundation course. The data was collected through entry folios that were compiled to gain entry into the Initial Teacher Education (ITE) programme, entry and exit concept maps, and observation of authentic activity, online reflective journaling, and semi-formal interviews. The use of multiple case studies allowed both micro and macro data analysis to discern similarities and differences in the results across all participants involved (Creswell, 2009). A comprehensive cross-case analysis enabled an in-depth comparison to be conducted.
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    Thesis Type
    Thesis (Professional Doctorate)
    Degree Program
    Doctor of Education (EdD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/136
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Preservice teachers
    Secondary technology education teachers
    Teacher identity
    Transition to work
    Publication URI
    http://hdl.handle.net/10072/365952
    Collection
    • Theses - Higher Degree by Research

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