Pre-service math teachers' professional identity development through online anticipatory reflections: An intervention study

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2020-10-22

Author

Ercan , Amine Merve

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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

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Citation Formats

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.