Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves

Güler, Çetin; Eren, Altay

doi:10.1007/s12564-018-9561-6

Cited by 7 publications

(10 citation statements)

References 138 publications

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“…Contrary to ETIM and ETPS, PSTs' feared teacher possible selves do not differ significantly in the total FTPS and factors. Similar studies also found no significant difference in PSTs' feared possible selves in terms of gender (Çetin, 2017;Karalı, 2018). Ölçer (2019) found a significant difference only in loss of control factor, and Tatlı Dalioğlu (2016) found a difference in favor of female PSTs.…”

Section: Discussionmentioning

confidence: 81%

“…Research dwelling on PSTs' teacher identity is quite scarce in Turkey. There are so far only four graduate level research studies with regard to early teacher identity, for instance (Arpacı, 2015;Ceylan, 2019;Çetin, 2017;Taşdemir, 2016). This study, therefore, has set out to examine PSTs' early teacher identity in Turkish context and the expected and feared possible selves of PSTs as predictors of early teacher identity based on empirical data from 350 freshmen and senior PSTs.…”

Section: Discussionmentioning

confidence: 99%

“…Bullough (1997, p.21) suggests that teacher education needs to start by exploring the teaching self. Although there are some studies dwelling on identity formation or development in teacher education programs at tertiary level in the international literature (Chang-Kredl & Kingsley, 2014;Hong, 2010;Ruohotie-Lyhty & Moate, 2016;Yuan & Mak, 2018;Tsybulsky & Muchnik-Rozanov, 2019), such kind of studies are quite rare in Turkey (Çetin & Eren, 2018;Uygun & Karalı, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Studies employing possible selves theory in early teacher identity is even scarcer (Çetin & Eren, 2018;Uygun & Karalı, 2019). Although previous research implies that possible selves are predictors of teacher professional identity, little research has been conducted to test the structural relationship between the two constructs.…”

Section: Possible Selves Theory and Early Teacher Identitymentioning

confidence: 99%

“…Though a theoretical support on the relationship between identity and possible selves theory is extant in the literature (Cross & Markus, 1991;Dunkel, 2000;Dunkel & Anthis, 2001), empirical research to confirm this relationship regarding early teacher identity is limited (Çetin & Eren, 2018;Hamman et al, 2010Hamman et al, , 2012. Quantitative studies are scarcer, as very little research has attempted to quantitatively operationalize and measure teacher identity due to earlier absence of instruments (Hanna et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

Erdem

2020

FIRE

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Pre-service teacher (PST) education at higher education institutions is pivotal to early teacher identity development. Possible selves theory presents a framework for understanding teacher professional identity, which is theoretically supported but not empirically tested sufficiently. This study set out to examine PSTs’ early teacher identity in the Turkish context and the expected and feared possible selves of PSTs as predictors of early teacher identity through structural equation modeling based on empirical data from 350 freshmen and senior PSTs. The results suggest that PSTs’ expected teacher possible selves have a medium level significant and positive effect on early teacher identity, while feared teacher possible selves have a low level significant and negative effect on early teacher identity. PSTs’ early teacher identity and possible selves were found as very high, which is also examined in terms of gender, grade, and department variables. The results are discussed, and suggestions are offered for pre-service teacher education.

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Possible Selves Theory and Early Teacher Identitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

Erdem

2020

FIRE

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers

Hanna,

Andre,

Zee

2023

Teaching and Teacher Education

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Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves

Cited by 7 publications

References 138 publications

Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers

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