Professional identity development in pre-service teachers: the impact of online informal mentoring

Date

2025-01-01

Author

Fazlıoğlu Schwaller, Dilek
Çakır, Nur

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This case study aimed to examine how an online informal mentoring relationship among pre-service teachers and mentor teachers has functioned to support pre-service teachers’ professional identity development. The data were collected via video recordings that captured how 22 pre-service teachers and five mentor teachers worked in five groups to co-design lesson plans. Also, five mentor teachers and 11 pre-service teachers were interviewed. All data were analysed through MAXQDA (2020) software. The data analysis indicated that the online informal mentoring process has the potential to support pre-service teachers’ professional identity development. Furthermore, mentor teachers made use of several principles that have the potential to inform pre-service teachers’ professional identity development such as building and maintaining a strong relationship, offering support and encouragement, providing ongoing feedback, making time for reflective activities, creating a positive environment, enabling awareness, self-identifications, and future projections.

Subject Keywords

informal mentoring, mentor teachers, pre-service teachers, pre-service teachers’ professional identity, Professional teacher identity

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85215316015&origin=inward
https://hdl.handle.net/11511/113675

Collections

Department of Educational Sciences, Article