De  estudantes a futuros professores: desenvolvimento inicial da identidade docente em um programa de formação de professores de inglês como língua estrangeira

Hatice Kübra Çetin; İsmail Hakkı Mirici

doi:10.22633/rpge.v30iesp2.21398

Authors

Hatice Kübra Çetin Hacettepe University https://orcid.org/0000-0002-0606-0683
İsmail Hakkı Mirici Hacettepe University https://orcid.org/0000-0002-0906-0259

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21398

Keywords:

Early teacher identity, Student teacher identity, EFL student teachers, Teacher education

Abstract

This study aims to examine the early teacher identity of EFL student teachers at a Turkish state university. The research was designed as a quantitative cross-sectional survey to measure the level of early teacher identity and its sub-dimensions. The study also explored whether early teacher identity varied according to the demographic characteristics of the participants. The cohort consisted of 196 EFL student teachers enrolled in the English Language Teaching Department at a state university in Turkey. The data were collected through an online questionnaire consisting of a demographic information form and the Early Teacher Identity Measure (ETIM). Descriptive statistics, independent-samples t tests, and one-way ANOVA tests were used to analyze the data. The results indicated that the participants had a relatively high level of early teacher identity. Self-efficacy was found to be the strongest sub-dimension, while classroom responsibility and voluntary engagement with children or adolescents were less developed.

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Author Biographies

Hatice Kübra Çetin, Hacettepe University

Hacettepe University, Ankara – Turkey. Graduate School of Educational Sciences.

İsmail Hakkı Mirici, Hacettepe University

Hacettepe University, Ankara – Turkey. Faculty of Education, EFL Department.

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