Abstract:
In this empirical paper, we investigate the influence that print media has on preservice teachers' construction of their teacher professional identity. Preservice teachers are a vulnerable group still undergoing training to shape their teacher identity; it is, therefore, essential to see how the stories told in the print media influence them. This paper is couched in the Social Learning Theory because it focuses on learning through interacting with social and environmental factors. This qualitative paper used focus group discussions with five purposefully sampled third-year education preservice teachers from a South African university. Data generated were thematically analysed. The findings revealed that media created multiple learning opportunities through reflection and engagement. In light of the findings, the study suggests using teacher education programs to deepen preservice teachers' sense of reflection and meaning-making beyond the information they might come across.
