2024/12/17 by Margaret P. Weiss, Katherine Szocik, Nora McKenney +2 · 1 voice
Social Sciences · #Teacher Education and Leadership Studies #Disability Education and Employment #Collaborative Teaching and Inclusion
paper · doi:10.1177/08884064241303421
openalex publication_date 2024/12/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
Professional identity is an area of significant research in engineering and health care but research in special education teacher identity is limited. Using the framework of Identity Theory, this study examined the evolving professional identity standard of seven preservice teacher candidates using concept maps across three points in time during their preparation program. An analysis of course syllabi provided context for the knowledge and skills learned during the program. A focus group interview with the candidates at the completion of their program targeted the factors they felt influenced their development. Findings indicate that participants’ identity standard evolved throughout the program, particularly related to special education teacher role, with significant consolidation and integration occurring during the internship experience. Implications of these findings are discussed.