Pushing Through: Developing Teacher Identity Under Times of Crisis

Stephanie C. Sanders-Smith, Ana Aracelly Olguín, Kutasha Bryan-Silva

Research output: Contribution to journalArticlepeer-review


Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities.

Original languageEnglish (US)
Pages (from-to)359-370
Number of pages12
JournalJournal of Teacher Education
Issue number4
StatePublished - Sep 1 2023


  • field experiences
  • identity
  • online teacher learning
  • preservice teacher education
  • qualitative research

ASJC Scopus subject areas

  • Education


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