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April 27, 2026The Urban ReviewOpen Access

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

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Authors

MSMinsun Shin

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Overview

Explores teacher identity and perceptions among prospective teachers, highlighting the impact of urban fieldwork experience.

Key Points

  • This research investigates how urban field experiences influence the teacher identities of aspiring educators.
  • Utilized draw-and-write tasks and reflections to gather data from prospective teachers at a public university in New Jersey.
  • Employed grounded theory to analyze participants' perceptions and identities.
  • Conducted fieldwork experience in an urban elementary school to examine its impact on teacher identity formation.
  • Participants' initial perceptions included simplistic and authoritarian views, influenced by stereotypes.
  • Field experience led to disequilibrium, fostering a deeper understanding of teaching.
  • Emphasized the need for inclusivity and representation in teacher identity formation among participants of color.

Cite This Study

Minsun Shin (2026) studied this question.

synapsesocial.com/papers/69eefde9fede9185760d4ac0https://doi.org/10.1007/s11256-026-00818-3
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