“Where's the Line?”—Negotiating Simulated Experiences to Define Teacher Identity

Benjamin H. Dotger, Melissa J. Smith

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


Teacher professional identity is a concept defined and researched in a multitude of ways (Beijaard, Meijer, & Verloop, 2004). This manuscript approaches teacher identity formation from the foundations of situated cognition, social learning, and identity in community practice. Focusing on a unique teacher development intervention designed to simulate parent-teacher interactions, we examine emerging data on teacher professional boundaries and identity formation. Findings suggest that complex simulations and technology-enhanced video reflections provide novice teachers with opportunities to bridge traditional gaps between educational theory and classroom practice.

Original languageEnglish (US)
Pages (from-to)161-180
Number of pages20
JournalNew Educator
Issue number2
StatePublished - Jun 1 2009

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science


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