Exploring Pre-Service English Teachers’ Early Teacher Identity in Relation to Emerging ICT Technologies Training

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Can T., Karacan C. G.

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.