Exploring Pre-Service English Teachers’ Early Teacher Identity in Relation to Emerging ICT Technologies Training
Novitas Royal, cilt.15, sa.1, ss.57-74, 2021 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 15 Sayı: 1
- Basım Tarihi: 2021
- Dergi Adı: Novitas Royal
- Derginin Tarandığı İndeksler: TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.57-74
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- İstanbul Üniversitesi-Cerrahpaşa Adresli: Hayır
Özet
In a time when the use of digital technologies is an essential part of teaching, there is an
increasing need for pre-service teachers to develop an identity that meets the requirements of the
modern world. In accordance with this need, this study aims to explore pre-service English teachers’
early teacher identities in relation to Emerging ICT Technologies Training. Guided by the explanatory
sequential design, this mixed-method study employed Early Teacher Identity Measure (Friesen &
Besley, 2013) to explore participants’ development of teacher identity by relying on Erikson’s (1993)
theory of identity development and self-categorization theory of Turner et al. (1994) and reflection
papers (Schön, 1983). Findings revealed participants’ high self-efficacy in becoming teachers and selfcategorization as teachers with high natural inclination. Moreover, participants reported developing a
variety of identities, namely, productive teacher identity, technologically-competent teacher identity,
social teacher identity, and modern-teacher identity upon receiving the Emerging ICT Technologies
course.