 Turkish EFL Teacher Candidates’ Early Teacher IdentityM. Pinar Babanoğlu and Reyhan Ağçam Asian Journal of Education and Training, 2019, vol. 5, issue 2, 386-391 Abstract: The topic of teacher identity has lately begun to be associated with general notions of teacher training and development. Becoming an expert through gradual learning and teaching also calls for awareness of self-identity as a teacher when considering the standards of the teaching profession. Language teachers start to develop their identity as a teacher during their higher education at language teaching departments, and the development in concern constitutes the basis of their roles in the teaching process. With that in mind, the current study was motivated to investigate perceptions of Turkish EFL teacher candidates on their early teacher identity. The participants of the study were senior students enrolled in two English Language Teaching Departments at a state university and a private university in Turkey. Data were collected from the students in concern through a Likert-type questionnaire during their teaching practicum. The research findings indicated that they held a high level of early teacher identity scores, and that they somehow significantly differed in their perceptions about early teacher identity with regard to gender and the attended university type. Keywords: Early teacher identity; EFL teacher candidates; Pre-service teachers; Teacher training. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:aoj:asjoet:v:5:y:2019:i:2:p:386-391:id:909 Access Statistics for this article More articles in Asian Journal of Education and Training from Asian Online Journal Publishing Group |
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