The purpose of this qualitative phenomenological study was to determine how pre-service teachers perceive teacher identity and how it develops. Existing research emphasized the multifaceted nature of teacher identity and how it developed through technical, practical, and critical approaches. Research overlooked how social experiences and socially held beliefs outside the classroom shaped teacher identity development and contributed to pre-service teachers’ under preparedness for the realities of the classroom. Semi-structured interviews with five participants completing their field experiences in one of two public schools in Massachusetts suggested that the pre-service teacher participants had a limited understanding of teacher identity. The findings revealed how socially held beliefs contributed to teacher identity development and that participants required deeper critical reflections on their experiences, and their relationships in and outside of the classroom. Data underscored participants’ desires to have a stronger voice within the profession. The findings of this study are an important consideration for teacher preparation programs, pre-service teachers, and the schools and students they serve. Developing a more agentic version of teacher identity is necessary to ensure a strong connection between teacher identity student achievement, and educator retention remains. Additional research is identified as being needed to reflect a broader perspective of teacher identity development and to understand the role of other factors outside of the classroom.
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to determine how pre-service teachers perceive teacher identity and how it develops. Existing research emphasized the multifaceted nature of teacher identity and how it developed through technical, practical, and critical approaches. Research overlooked how social experiences and socially held beliefs outside the classroom shaped teacher identity development and contributed to pre-service teachers’ under preparedness for the realities of the classroom. Semi-structured interviews with five participants completing their field experiences in one of two public schools in Massachusetts suggested that the pre-service teacher participants had a limited understanding of teacher identity. The findings revealed how socially held beliefs contributed to teacher identity development and that participants required deeper critical reflections on their experiences, and their relationships in and outside of the classroom. Data underscored participants’ desires to have a stronger voice within the profession. The findings of this study are an important consideration for teacher preparation programs, pre-service teachers, and the schools and students they serve. Developing a more agentic version of teacher identity is necessary to ensure a strong connection between teacher identity student achievement, and educator retention remains. Additional research is identified as being needed to reflect a broader perspective of teacher identity development and to understand the role of other factors outside of the classroom.</p>","abstract_has_math":false,"creators":["Gilman, Maureen M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ian Menchini","Kristie Morin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["pre-service teachers","teacher identity","teacher agency","social experience","socially held beliefs","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/56","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ian Menchini","Kristie Morin"]},{"key":"dc:creator","label":"Author","values":["Gilman, Maureen M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["pre-service teachers","teacher identity","teacher agency","social experience","socially held beliefs","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/56"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to determine how pre-service teachers perceive teacher identity and how it develops. Existing research emphasized the multifaceted nature of teacher identity and how it developed through technical, practical, and critical approaches. Research overlooked how social experiences and socially held beliefs outside the classroom shaped teacher identity development and contributed to pre-service teachers’ under preparedness for the realities of the classroom. Semi-structured interviews with five participants completing their field experiences in one of two public schools in Massachusetts suggested that the pre-service teacher participants had a limited understanding of teacher identity. The findings revealed how socially held beliefs contributed to teacher identity development and that participants required deeper critical reflections on their experiences, and their relationships in and outside of the classroom. Data underscored participants’ desires to have a stronger voice within the profession. The findings of this study are an important consideration for teacher preparation programs, pre-service teachers, and the schools and students they serve. Developing a more agentic version of teacher identity is necessary to ensure a strong connection between teacher identity student achievement, and educator retention remains. Additional research is identified as being needed to reflect a broader perspective of teacher identity development and to understand the role of other factors outside of the classroom.
"]},{"key":"dc:title","label":"Title","values":["Teacher Identity: A Phenomenological Study Of The Development Of Teacher Identity For Pre-Service Teachers"]}]}],"canonical_facts":{"dc:contributor":["Ian Menchini","Kristie Morin"],"dc:creator":["Gilman, Maureen M."],"dc:description.abstract":["The purpose of this qualitative phenomenological study was to determine how pre-service teachers perceive teacher identity and how it develops. Existing research emphasized the multifaceted nature of teacher identity and how it developed through technical, practical, and critical approaches. Research overlooked how social experiences and socially held beliefs outside the classroom shaped teacher identity development and contributed to pre-service teachers’ under preparedness for the realities of the classroom. Semi-structured interviews with five participants completing their field experiences in one of two public schools in Massachusetts suggested that the pre-service teacher participants had a limited understanding of teacher identity. The findings revealed how socially held beliefs contributed to teacher identity development and that participants required deeper critical reflections on their experiences, and their relationships in and outside of the classroom. Data underscored participants’ desires to have a stronger voice within the profession. The findings of this study are an important consideration for teacher preparation programs, pre-service teachers, and the schools and students they serve. Developing a more agentic version of teacher identity is necessary to ensure a strong connection between teacher identity student achievement, and educator retention remains. Additional research is identified as being needed to reflect a broader perspective of teacher identity development and to understand the role of other factors outside of the classroom.
"],"dc:identifier":["https://dune.une.edu/edu_diss/56"],"dc:subject":["pre-service teachers","teacher identity","teacher agency","social experience","socially held beliefs","Education"],"dc:title":["Teacher Identity: A Phenomenological Study Of The Development Of Teacher Identity For Pre-Service Teachers"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}