Teacher digital identity divergences: From teacher education to classroom

Despite high- quality initial teacher education (ITE),a notable proportion of newly graduated teachersencounter a stark reality shock upon entering theprofession, facing burnout and suboptimal teach-ing performance. While internships during ITE areoften seen as a potential solution to bridge the gapbetween theory and practice, their effectiveness isquestioned. This multiple- case study (N = 38) delvesinto the ideals and attributes of teacher identities asperceived by preservice teachers in both ITE and in-ternship contexts, with a specific focus on the roleof digital technology in education. The interview find-ings highlight an expectation gap and a susceptibil-ity to succumb to contextual pressures, even withinthe sheltered environments of internships. This studyadvocates for closer collaboration between ITE andinternship settings to uphold the development of asound teacher identity and sustain teacher resiliencein the increasingly digitalised educational landscape.