Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education

Aykaç, Necdet; Yıldırım, Kasım; Altınkurt, Yahya; Marsh, Monica Miller

doi:10.22521/unibulletin.2017.61.6

Cited by 17 publications

(15 citation statements)

References 18 publications

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“…The quantitative data of the study were collected via Factors Affecting Pre-service Teachers' Teacher Identity Scale developed by Aykac et al (2017). It was selected as data collection tool, since it was the unique scale which was developed in Turkish context in order to determine the factors affecting pre-service teacher identity.…”

Section: Research Instruments and Proceduresmentioning

confidence: 99%

Evaluation of the Factors Affecting Teacher Identity Development of Pre-Service Teachers: A Mixed Method Study

Kavrayici¹

2020

EJER

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The definition of teacher identity is based on the interpretation of the meanings in educational environment and daily life experiences. The literature highlights that teacher education experiences have a central role in teacher identity construction. It is evident that exploring teacher identity is crucial during the process of teacher education. Therefore, the aim of the study was to examine the factors affecting teacher identity development in the process of teacher education. Research Methods: Sequential explanatory mixed method design was employed in this study. The aim of sequential explanatory mixed-method design is to have the qualitative data explain the quantitative results of the first phase in more detail. Findings: The findings focused on personal characteristics and teaching practices.

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Section: Research Instruments and Proceduresmentioning

confidence: 99%

Evaluation of the Factors Affecting Teacher Identity Development of Pre-Service Teachers: A Mixed Method Study

Kavrayici¹

2020

EJER

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“…Without exposure to the real and authentic context of teaching, pre-service teachers' ideas and principles remain unarticulated making it difficult for them to imagine and start constructing their professional identity (Walkington, 2005). The development of a pre-service teacher's professional identity is claimed to be the most important during teacher training period and pre-service teacher education (Aykac et al 2017) as this is the stage where their teacher identity starts to form (Cattley, 2007). During this pre-service stage, student teachers are continuously involved in the process of reflection as they begin to develop a more complex understanding of their work as teachers through formal classroom and practicum experiences outside the class.…”

Section: Introductionmentioning

confidence: 99%

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Yunus

2022

JEELS

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Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

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“…Studies of the process of identity formation have their own history. In Russian and foreign literature, philosophers, sociologists, and psychologists, such as E. Erikson, J.P. Sartre, E. Modern science considers professional identity in several directions: the essence of the professional identity of the teacher is analyzed [5][6][7][8][9][10], various approaches to determining the content of a teacher's professional identity are defined [11][12][13], research is conducted on the formation and development of pedagogical identity [14][15][16], it is studied what changes occur in the professional identity of the teacher and how this is related to the reform of education, which, at the present stage, is taking place in many countries [17].…”

Section: The Objective Of the Workmentioning

confidence: 99%

Pedagogical conditions for the formation of professional and personal identity of teachers of additional education

Маслова

Романов

2021

SHS Web Conf.

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The article discusses and describes in detail the pedagogical conditions that affect the formation of professional and personal identity of teachers of additional education. Various scientific approaches to understanding pedagogical conditions are analyzed. The author describes the most relevant interactive forms of professional and personal identity formation. The article recommends the program of professional development “ABC of professional and personal growth” and the technologies of its implementation.

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Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education

Cited by 17 publications

References 18 publications

Evaluation of the Factors Affecting Teacher Identity Development of Pre-Service Teachers: A Mixed Method Study

Evaluation of the Factors Affecting Teacher Identity Development of Pre-Service Teachers: A Mixed Method Study

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Pedagogical conditions for the formation of professional and personal identity of teachers of additional education

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