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dc.contributor.authorCobb, Donella J.en_NZ
dc.contributor.authorHarlow, Annen_NZ
dc.contributor.authorClark, Linda Kayeen_NZ
dc.date.accessioned2019-10-17T01:57:33Z
dc.date.available2018-10-20en_NZ
dc.date.available2019-10-17T01:57:33Z
dc.date.issued2018en_NZ
dc.identifier.citationCobb, D. J., Harlow, A., & Clark, L. K. (2018). Examining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigation. Asia-Pacific Journal of Teacher Education, 46(5), 495–510. https://doi.org/10.1080/1359866X.2018.1480010en
dc.identifier.issn1359-866Xen_NZ
dc.identifier.urihttps://hdl.handle.net/10289/12972
dc.description.abstractThis paper brings a unique, longitudinal perspective to the field of teacher identity by extending on Lave and Wenger’s notion of legitimate peripheral participation to theorise the relationship between teacher identity and agency in multiple and temporal practicum contexts. This study examined eight pre-service teachers in three teaching practicums over a three-year period. Findings reveal that each pre-service teacher became ‘identity brokers’ by employing agentic tools to affirm and maintain their identities within multiple practicum contexts. These agentic tools included demonstrating situated knowledge, codes of practice and establishing a system of relations with old-timers in each practicum school in order to gain legitimacy as a newcomer. In doing so, this paper demonstrates how legitimate peripheral participation offers a new way to theorise the complex and nuanced relationship between identity and agency in multiple and temporal contexts.
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherRoutledgeen_NZ
dc.rightsThis is an author’s accepted version of an article published in the journal: Asia-Pacific Journal of Teacher Education.© 2018 Australian Teacher Education Association
dc.subjectSocial Sciencesen_NZ
dc.subjectEducation & Educational Researchen_NZ
dc.subjectTeacher identityen_NZ
dc.subjectprofessional agencyen_NZ
dc.subjectlegitimate peripheral participationen_NZ
dc.subjectcommunities of practiceen_NZ
dc.subjectteaching practicumen_NZ
dc.subjectinitial teacher educationen_NZ
dc.subjectPROFESSIONAL AGENCYen_NZ
dc.titleExamining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigationen_NZ
dc.typeJournal Article
dc.identifier.doi10.1080/1359866X.2018.1480010en_NZ
dc.relation.isPartOfAsia-Pacific Journal of Teacher Educationen_NZ
pubs.begin-page495
pubs.elements-id224921
pubs.end-page510
pubs.issue5en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume46en_NZ
dc.identifier.eissn1469-2945en_NZ


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