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Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of "negotiating who I am as a teacher," which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education.

This study aimed to investigate the effects of modality and gender on learning from a computer-based matrix graphic organizer. A 2 × 2 factorial experiment was created by crossing two presentation modes (visual text vs. spoken text) and gender. Dependent measures included transfer and comprehension tests. Results revealed a significant modality by gender interaction on the transfer test. These results suggest that when the goal of learning is to transfer information to new contexts, males benefit from a dual mode presentation of text, whereas females benefit from a text only (single mode) presentation. This study adds to the literature by showing that gender is another factor to consider in conjunction with expertise and modality in multimedia learning.In this Information Age, the dissemination of information via multimedia is pervasive not only on the World Wide Web, but also in computer-based instruction both online and in traditional classroom settings. Information presented through multimedia learning can be designed in numerous fashions and can encompass various presentation modes including text, graphics, and/or sound. In an effort to understand effective designs for multimedia learning, comparisons of these different presentation modes have become quite common in the literature

Visual presentation modes in multimedia learning include pictures, video, and animations. Research also reveals cognitive differences between males and females (Halpern, 2004). Which one of the presentation modes is more effective? Can one of these presentation modes be more effective for a specific gender? This study aimed to investigate the role of gender and presentation mode in multimedia learning. Participants were 72 university students randomly assigned to one of the two different versions of a computer-based multimedia program (narration with animation vs. narration with static images). A 2 × 2 factorial design is created by crossing gender and presentation mode (animation vs. static image). Dependent measures consisted of a transfer and a comprehension test. The results showed a significant modality by gender interaction on the comprehension test. Females performed better studying animations, whereas males performed better studying static pictures. The results are interpreted in light of multimedia learning principles and studies in the area of gender differences in learning. The important contribution of this study is the suggestion that individual differences such as gender should be considered in multimedia learning.

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