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

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.

Gelişen Teknolojilerle Zenginleştirilmiş Öğretim Teknolojileri Eğitimi Bağlamında İngilizce Öğretmeni Adaylarının Meslek Öncesi Öğretmen Kimliğinin İncelenmesi

Dijital teknoloji kullanımının öğretimin önemli bir parçası olduğu bu zamanda, öğretmen adaylarının modern dünyanın gereksinimlerini karşılayabilen bir kimlik geliştirmelerine yönelik ihtiyacın arttığı görülmektedir. Bu ihtiyaç doğrultusunda bu çalışma, “Gelişen Teknolojilerle Zenginleştirilmiş Öğretim Teknolojileri Eğitimi” bağlamında, İngilizce öğretmen adaylarının meslek öncesi öğretmen kimliklerini araştırmayı amaçlamaktadır. Açımlayıcı sıralı desenle gerçekleştirilen bu karma yöntemli çalışma, Erikson'ın (1993) Kimlik Gelişimi ve Turner ve arkadaşlarının (1994) Benlik Kategorizasyonu Kuramı’na dayanmaktadır. Katılımcıların öğretmen kimliğini incelemek amacıyla Erken Öğretmen Kimlik Ölçeği (Friesen ve Besley, 2013) ve yansıtma kâğıtları (Schön, 1983) veri toplama aracı olarak kullanılmıştır. Bulgular, katılımcıların öğretmen olma konusunda yüksek öz yeterliğe ve yüksek doğal eğilime sahip olduklarını ve bunun yanı sıra, kendilerini öğretmen olarak sınıflandırdıklarını ortaya koymuştur. Ayrıca katılımcıların, aldıkları “Gelişen Teknolojilerle Zenginleştirilmiş Öğretim Teknolojileri” dersinin üretken öğretmen kimliği, teknolojik açıdan yetkin öğretmen kimliği, sosyal öğretmen kimliği ve modern öğretmen kimliği gibi çeşitli kimlikler geliştirmelerine yardımcı olduğunu belirttikleri görülmüştür.

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