Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22462
Title: Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students
Contributor(s): Charteris, Jennifer  (author)orcid ; Thomas, Eryn (author)orcid ; Masters, Yvonne  (author)orcid 
Publication Date: 2018
Open Access: No
DOI: 10.1080/08878730.2017.1367057
Handle Link: https://hdl.handle.net/1959.11/22462
Field of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930201 Pedagogy
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
Abstract: Teacher 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.
Publication Type: Journal Article
Source of Publication: The Teacher Educator, 53(1), p. 6-20
Publisher: Routledge
Place of Publication: United States of America
ISSN: 1938-8101
0887-8730
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Views: 26
Downloads: 1
Appears in Collections:Journal Article
School of Education

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