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

CAN T., KARACAN C. G.

Novitas-ROYAL, vol.15, no.1, pp.57-75, 2021 (Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 15 Issue: 1
  • Publication Date: 2021
  • Journal Name: Novitas-ROYAL
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.57-75
  • Keywords: Emerging ICT technologies, Identity development, Pre-service English teacher identity
  • Istanbul Medipol University Affiliated: Yes

Abstract

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 self-categorization 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.