• Chanchal Mandal

Using a paradigm that sees identity as natural, institutional, discursive, and affinity, this self-study examines the developing identity of a first-time teacher educator. This approach allowed researchers to investigate how these different strands of identity interacted in a rookie teacher educator's classroom. This research, which takes place in an elementary social studies methods classroom, shows a variety of difficulties with the institutional power that comes with being a teacher educator. The process of negotiating institutionalized and systemic power within the classroom is discussed, as well as how preservice teachers perceive a novice teacher educator, the acknowledgment of lack of experience, and the process of negotiating institutionalized and systemic power within the classroom. The consequences of self-study work and mentoring first-time teacher educators are also discussed in the discussion section since this research included a mentor professor as a key friend. This self-study shows the significance of further complicating the developing and changing identities of new teacher educators, given the role of identity in influencing the practice of new teachers.

Educator, Identity, Institution, Novice Teacher, Teacher.

"The Emergence of a Novice Teacher Educator's Identity", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 10, page no.529-533, October-2018, Available :http://www.jetir.org/papers/JETIRFR06107.pdf

"The Emergence of a Novice Teacher Educator's Identity", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 10, page no. pp529-533, October-2018, Available at : http://www.jetir.org/papers/JETIRFR06107.pdf