Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students

Title
Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students
Publication Date
2018
Author(s)
Charteris, Jennifer
( author )
OrcID: https://orcid.org/0000-0002-1554-6730
Email: jcharte5@une.edu.au
UNE Id une-id:jcharte5
Thomas, Eryn
( author )
OrcID: https://orcid.org/0000-0001-8114-2550
Email: ethoma31@une.edu.au
UNE Id une-id:ethoma31
Masters, Yvonne
( author )
OrcID: https://orcid.org/0000-0002-1120-7950
Email: ymasters@une.edu.au
UNE Id une-id:ymasters
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United States of America
DOI
10.1080/08878730.2017.1367057
UNE publication id
une:22651
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.
Link
Citation
The Teacher Educator, 53(1), p. 6-20
ISSN
1938-8101
0887-8730
Start page
6
End page
20
Rights
Attribution-NonCommercial 4.0 International

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