Urban Field Experience and Teacher Identity: Challenging Stereotypes and Navigating Disequilibrium Through Drawing-Based Inquiry

Abstract Teacher identity is crucial for aspiring teachers as they shift from learners to teachers, navigate multiple identities in various contexts, and develop professionally. This study explores the perceptions and emerging teacher identities of prospective teachers at a public university in New Jersey, USA, utilizing data collected through draw-and-write tasks and reflections. Guided by the grounded theory process, the findings revealed that initial perceptions of teachers ranged from simplistic and authoritarian to overly idealized, influenced by stereotypes and prior educational experiences. Fieldwork experience in an urban elementary school was identified as pivotal in challenging and transforming these perceptions, initially creating a sense of disequilibrium that led to a more nuanced understanding of the teaching profession. Furthermore, the study underscored the significance of inclusivity and cultural diversity in teacher identity formation, particularly among participants of color, emphasizing the desire and necessity for representation in the teaching workforce. Insights and implications for teacher education programs were discussed.