Engagement as an Ice-Breaking Stage in Teacher Identity Construction: A Case of Iranian Pre-service Teachers
DOI:
https://doi.org/10.17159/nz7be410Keywords:
community of practice, engagement, pre-service teacher, teacher education programme, teacher professional identityAbstract
This paper explored the process of professional identity construction of eight pre-service teachers through engagement during their practicum in a higher education institute in Tehran, Iran. By means of a longitudinal qualitative design within the social constructivist approach, data were collected by one semi-structured interview, one reflective essay, and five personal narratives embedded as the first phase of a teacher education programme, namely (i) engage, (ii) study, and (iii) activate (ESA). Thematic analysis at two levels (within-case and cross-case) resulted in three themes: (i) the mentor teacher’s role as an engagement facilitator, (ii) online and offline activities as effective prompts, and (iii) the engage phase as a motivator. Data analysis revealed that negotiations on classroom activities contributed to student teachers’ self-confidence, self-awareness and self-image. The findings suggested that successful engagement requires a variety of systematic activities. Furthermore, the findings support the significant role of engagement at the initial stage of pre-service teacher education that open new directions to design local training programmes. Focus on engagement could produce a deeper understanding of pre-service teachers’ professional identity construction.
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