Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Pre-service math teachers' professional identity development through online anticipatory reflections: An intervention study
Download
12625890.pdf
Date
2020-10-22
Author
Ercan , Amine Merve
Metadata
Show full item record
Item Usage Stats
673
views
603
downloads
Cite This
This was an intervention study aimed to gain insight into the development of teacher identity during pre-service education by online anticipatory reflections. With this aim, the following research questions were examined; (1) How do pre-service math teachers perceive their professional identity? (2) What effect do weekly online anticipatory reflections have on pre-service teachers’ professional identity development? (3) How does reflecting online on “professional self” impact pre-service math teachers’ professional identity development? The study adopted Bejiaard et al. (2000)’ s teacher identity framework and was designed as a mixed-method study. A single group of the pre-test-post-test design was used for the quantitative strand of the research while a thematic analysis approach was adopted for the qualitative strand. Convenient sampling method was used. The quantitative data were gathered from 31 pre-service elementary Math teachers whereas the qualitative data were from seven volunteer pre-service teacher who attended the intervention. Data was collected through Early Teacher Identity Measurement and semi-structured interviews. The quantitative data were analyzed by the SPSS24.0 statistical package program and the qualitative data by thematic analysis approach. The results indicated that pre-service teachers focus more on pedagogical and didactical expertise while defining themselves as a teacher and there was a significant positive difference in the identity development of the pre-service teachers according to the ETIM at the end of the 10-week intervention. Also, according to the pre-service teachers, the intervention facilitated their thinking skills, awareness, internalization of their profession and provided them with new perspectives, therefore facilitated their professional identity development
Subject Keywords
Pre-service teacher identity
,
Reflective writing
,
Anticipatory reflection
,
Math teacher identity
URI
https://hdl.handle.net/11511/69102
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Pre-service elementary teachers' motivations to become a teacher and its relationship with teaching self-efficacy
Bilim, Ibrahim (2014-06-08)
This study investigated 341 pre-service elementary teachers' motives to become a teacher using Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motivations change as candidates follow their training and these motivations' relationship with teaching self-efficacy. The results suggests that Altruistic motives (make social contribution, shape future of children and enhance social equity) were the most influential followed by prior teaching and learning experien...
Developing reflective teachers : a study on perception and improvement of reflection in pre-service teacher education ping program and testing its effectiveness
Erginel, Senem Şanal; Yıldırım, Ali; Department of Educational Sciences (2006)
This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers' perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers' improvement in reflection by focusing on various methods of promotion for reflectivity.
Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts
Tuysuz, Mustafa; BEKTAŞ, Oktay; Geban, Ömer; Öztürk, Gökhan; Yalvac, Bugrahan (2016-06-01)
This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were n...
Pre-service and in-service preschool teachers' views regarding creativity in early childhood education
Alkuş, Simge; Olgan, Refika (2014-01-01)
This research investigated the views of pre-service and in-service preschool teachers concerning the developing of children's creativity in early childhood education by determining the similarities and/or differences among their views. The data were gathered from 10 pre-service and 11 in-service teachers through focus group meetings, and then from the participants' views four basic themes were constituted consisting of their opinions on ‘creativity’, ‘creative people’, ‘importance of creativity in early chi...
Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers
Öztürk, Gökhan; Gürbüz, Nurdan (2017-01-01)
This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse th...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
A. M. Ercan, “Pre-service math teachers’ professional identity development through online anticipatory reflections: An intervention study,” M.S. - Master of Science, Middle East Technical University, 2020.