The influence of parenthood and mature-age on preservice teachers' professional identity development and relationships

Andrew Leichsenring

A case study focused on the professional identity formation of six fourth-year teacher training students who participated in a one-year teaching practicum within an intensive, school-based educational program in Australia. This qualitative case study employed an interpretive methodology to understand the meaning of the students' actions, experiences, and backgrounds. The students frequently cited the theme of "interpersonal relationships" in relation to their professional identity formation during their practicum. An unexpected finding of this study was that three of the participants (all adult university students and parents) stated that their parenting experience helped deepen their self-awareness and understanding of their role as parents, particularly in their interactions with students and parents.

International Journal of Management and Applied Science

The IJMAS Journal

3

11

51

54

2394-7926

2394-7926

https://doi.org/10.5281/zenodo.20341164

0000-0003-3817-7795