DEVELOPING A TEACHER IDENTITY DURING THE COURSE OF A PRACTICUM

Abstract

This qualitative case study examined the development of teacher identities in two pre service English as a Foreign Language (EFL) teachers during their practicum period. The study aimed to investigate how the pre-service teachers' identity development and conceptualizations of themselves as future English teachers were influenced by their interactions with students. Data were collected through the pre-service teachers' diaries and practicum reports. The results of the study indicated that practicum experience played an important role in shaping the identities of pre-service teachers, particularly through their interactions with students. Such experiences were seen to help pre-service teachers develop a greater sense of competence, confidence, appreciation, and commitment. The study also suggested that contact with students inspired pre-service teachers to imagine future teaching trajectories, including their goals and aspirations for future teaching practices. Furthermore, the participants' future selves as English teachers emerged during the practicum experiences, with the aim of becoming good teachers, lifelong learners, engaging and motivating students, choosing appropriate methodologies, and making specific career plans.