Who do you think you are? Nurturing Preservice Teacher Identity in a World of Increasing Globalisation and Emergent Risks

The process of becoming a teacher integrates and distils past and social experiences, and episodes in life that result in a cumulative history. This history can shape the identity of student, teacher and preservice teacher to ultimately become part of the broader context of education. Increasingly, we see students entering the teaching profession from diverse backgrounds that include a cross-section of vocational, cultural and international contexts and circumstances. This is largely representative of today’s mobilized  communities that have been shaped and defined by a globalized marketplace. In this article I discuss issues of identity of preservice teachers in light of trending  globalization, and the increasing imperative for teachers to be reflexive practitioners. Using Ulrich Beck’s theory of reflexive modernization provides a framework that can link these  preservice teacher identities with globalization, modernization and emergent risk societies. In identifying risk societies as a deterioration of previously valued  social norms, Beck suggests that individuals and risk societies are enmeshed together. Ironically, these evolving societies must still provide for the needs of its individuals, who, in turn exercise increasing choice in their future. Maintaining identity in these uncertain environments can collide with overall wellbeing.  For the preservice teacher an erosion of identity can exaggerate feelings of disempowerment and discomfort. Overcoming this is largely dependent on the preservice teacher’s efficacy, reflexive practices, and a capacity to continue.