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Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran
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Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran
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Journal Article
Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran
2020
Overview
The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely
engage
,
study
, and
activate
to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from
engage
to
study
and from
study
to
activate
phases that yielded
study
phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.
Publisher
Springer Berlin Heidelberg,Springer,Springer Nature B.V,SpringerOpen
