Authoring professional identity: Pre-service teachers and ways of knowing


  • S. Laurie Hill St. Mary's University


epistemological beliefs, teacher education, pre service teacher identity, ways of knowing


Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This article details research undertaken to investigate pre-service teachers’ ways of knowing as they progress through a Bachelor of Education program. Findings from semi-structured interviews are discussed in terms of supporting pre-service teacher intellectual development in teacher education programs so that a professional teacher identity is encouraged.

Author Biography

S. Laurie Hill, St. Mary's University

is an associate professor in the Faculty of Education at St. Mary’s University. Her research interests include teacher education and pre-service teacher professional identity — especially the way in which field experiences shape how pre-service teachers understand their emerging practice and sense of what it means to be (and to become) a teacher. She is also interested in social justice and equity issues in education.


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How to Cite

Hill, S. L. (2022). Authoring professional identity: Pre-service teachers and ways of knowing. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(2). Retrieved from