Chapter 7: Developing Inclusive Stem Educators: Preservice Dual Educators’ Identity Formation During the Clinical Year

The development of a professional identity is a key element in the process of learning to teach (Chong, 2011; Chong et al., 2011; Kelchtermans & Hamilton, 2004; Meijer et al., 2011; Schepens et al., 2009). Research suggests that professional identity development supports a teacher’s educational philosophy (Mockler, 2011), instructional decision-making (Biejaard et al., 2004), personal well-being, resilience, and effectiveness (Sammons et al., 2007). As a result, teacher preparation programs have become increasingly concerned with aspects of preservice teachers’ identity development (e.g., beliefs, experience, reflection) in addition to their knowledge and skills related to curriculum, student learning, and behavior (Korthagen, 2004; Rodgers & Scott, 2008; Smith, 2007). This study examined how preservice candidates in a dual educator preparation program in STEM and special education demonstrated their developing professional identities through a capstone experience during the clinical year.