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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22462
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dc.contributor.authorCharteris, Jenniferen
dc.contributor.authorThomas, Erynen
dc.contributor.authorMasters, Yvonneen
dc.date.accessioned2018-02-06T11:21:00Z-
dc.date.issued2018-
dc.identifier.citationThe Teacher Educator, 53(1), p. 6-20en
dc.identifier.issn1938-8101en
dc.identifier.issn0887-8730en
dc.identifier.urihttps://hdl.handle.net/1959.11/22462-
dc.description.abstractTeacher education students bring diverse funds of knowledge to formal education. These funds of knowledge are particularly important for the successful transition of first year tertiary students into higher education. In preservice teacher education contexts, students draw knowledge from varied life contexts and their funds of knowledge become funds of identity when experiences associated with onto-epistemologies are used in the service of identity formation. This descriptive case study draws data from an online first year preservice teacher education unit (subject) to consider examples of funds of identity that can inform the work of practitioners in developing significant and contextualized learning experiences. Students' prior schooling experiences give meaning to their teacher education coursework and project potential teacher identities.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofThe Teacher Educatoren
dc.rightsAttribution-NonCommercial 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.titleFunds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Studentsen
dc.typeJournal Articleen
dc.identifier.doi10.1080/08878730.2017.1367057en
dcterms.accessRightsUNE Greenen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameJenniferen
local.contributor.firstnameErynen
local.contributor.firstnameYvonneen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930201 Pedagogyen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailjcharte5@une.edu.auen
local.profile.emailethoma31@une.edu.auen
local.profile.emailymasters@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20171031-13433en
local.publisher.placeUnited States of Americaen
local.format.startpage6en
local.format.endpage20en
local.identifier.scopusid85042225624en
local.peerreviewedYesen
local.identifier.volume53en
local.identifier.issue1en
local.title.subtitleAcknowledging the Life Experiences of First Year Tertiary Studentsen
local.access.fulltextYesen
local.contributor.lastnameCharterisen
local.contributor.lastnameThomasen
local.contributor.lastnameMastersen
dc.identifier.staffune-id:jcharte5en
dc.identifier.staffune-id:ethoma31en
dc.identifier.staffune-id:ymastersen
local.profile.orcid0000-0002-1554-6730en
local.profile.orcid0000-0001-8114-2550en
local.profile.orcid0000-0002-1120-7950en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:22651en
local.identifier.handlehttps://hdl.handle.net/1959.11/22462en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleFunds of Identity in Educationen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCharteris, Jenniferen
local.search.authorThomas, Erynen
local.search.authorMasters, Yvonneen
local.uneassociationUnknownen
local.year.published2018en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/309dde38-f5a4-4e38-8278-554bd50823caen
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.seo2020160302 Pedagogyen
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