The role of teacher identities in learning to teach primary literacy

Abstract

In this article activity theory is used to enable an analysis of how three types of student teachers interpret literacy learning while in classrooms. The implications of these interpretations and how they are supported by the social practices of the schools are discussed in terms of the formation of teachers' professional identities. Finally the implications of this analysis for Initial Teacher Education are examined.

Additional information

Notes on contributors

Samantha Twiselton