Who and how? Preservice teachers as active agents developing professional identities
Abstract This study is part of an ongoing action research project with preservice class teachers in Finland. The study aims to better understand the forms agency takes in preservice teachers' professional identity development. Through the dialogical analysis of student assignments, this study outlines how student teachers are active within their own development and the way in which experiences are drawn on as preservice teachers exert their identity agency. The results of this study provide a relational picture of identity development highlighting the way in which identity agency is contextualized, potentially nourished by the relationships between self and other and dependent on experience.