| dc.description.abstract | This thesis presents the findings of an autoethnography of my growth as a pre-service teacher in a semester-long classroom internship. The research question posed in this study was, "How does a pre-service teacher grow in an internship?" I examined this question in order to reflect on my teaching identity and how this identity is shaped through experience and beliefs. Data collection for this study included journal writings that detailed my experiences in my internship, my university coursework, and autoethnographic reflection on my experiences, thoughts, and beliefs. Through close reading and consistent coding, analysis, and interpretation of data, I produced findings that answer my research question. These findings offer insight into the experiences that cause teacher beliefs to be strengthened, challenged, and changed. Through autoethnographic reflection, I have found that teacher beliefs are challenged when dissonance is created between beliefs and observations, teacher beliefs are strengthened when beliefs are confirmed through experience, and teacher beliefs are changed when dissonance is relieved through accommodation. Findings also illuminate the idea that reflection is a key piece of identity formation, stating that teacher identity is grown through reflection on experiences and beliefs. The process of monitoring and interpreting my own growth has changed my mindset as a teacher, making me more confident, self-aware, and adaptable. In addition to its effect on me as the researcher, this work provides developing teachers and teacher mentors with insights into the growth process and inspiration for self-reflection promoting identity awareness. | |
