Becoming a Process Researcher of One's Own Development : Using an Identity Mapping Model to Make Sense of Transformation Dynamics During the Practicum
Inspired by Steenbeek and van Geert’s (2015) proposal that teachers need to become process researchers of their own development, and making use of methods of retroduction, the innovation we present comes in the form of a model that provides preservice language teachers with the knowledge and tools needed to map the dynamics of identity development during practicum periods. We provide an outline of