Developing Teacher Identity in the Liminal Space of Simulations

Abstract

This interpretive case study addressed what the contribution of liminal experiences were to teacher identity formation within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Data analysis resulted in one finding statement featuring three key themes, each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences adopted a growth mindset, employed coping strategies in liminality, and made meaning from experiences. A discussion of the findings suggested that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity. Implications of the study are addressed.