Pre-service teachers’ emotions, challenges, and professional identity development during the practicum: A case study in Turkey
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor and Francis
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The process of becoming a teacher is perceived as a very complicated one, encompassing diverse emotions, conflicts, and dissonant interactions; such complexities may have an impact on student teachers’ enthusiasm to teach. Using the grounded-theory approach, this study explores how two pre-service teachers construct professional identities based on their emotional trajectories, challenges, and sense of becoming language teachers during their practicum. Data were collected through personal narratives, semi-structured interviews, and teaching diary entries. The findings show that pre-service teachers experience a range of emotions and conflicts when developing their professional identities, including enthusiasm, passion, shock, and a sense of inferiority, all of which can be shaped both internally and externally by factors such as self-image, teaching context, authority, and relationships. This research contributes to the revision and development of pre-service language teacher education and practice in EFL contexts such as Turkey. © 2024 selection and editorial matter, Myint Swe Khine and Abdulghani Muthanna.
Açıklama
Anahtar Kelimeler
Kaynak
The Development of Professional Identity in Higher Education: Continuing and Advancing Professionalism
WoS Q Değeri
Scopus Q Değeri
N/A
