The Formation of Teacher Identity through Video Reflections during Teaching Practicum

Autor/in	Özüdogru, Melike
Titel	The Formation of Teacher Identity through Video Reflections during Teaching Practicum
Quelle	In: i.e.: inquiry in education, 13 (2021) 2, Artikel 16 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Professional Identity; Video Technology; Reflection; Practicums; Foreign Countries; Preservice Teachers; Turkish; Language Teachers; Secondary School Teachers; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Ausland; Türkisch; Language teacher; Sprachunterricht; Schülerverhalten; Türkei
Abstract	This study aimed to investigate the identities of pre-service teachers and the effects of teaching practice and video reflections on the identities of pre-service teachers enrolled in the Turkish Language Teaching Department. The researcher used a qualitative research design, primarily a case study, in this study. Six senior pre-service teachers enrolled in the Teaching Practicum course during the spring semester of 2019 volunteered to participate in this study. The author collected data through video reflections, pre-practice and post-practice teaching focus group interviews and analyzed data through a cyclical-reiterative analysis process. The results showed that the identities of pre-service teachers could be grouped under three sub-identities: the subject-matter expert, didactical expert, and pedagogical expert identities. Also, pre-service Turkish Language teachers saw their identity at the beginning as being more cue-based and exemplar-based. However, at the end of the practicum, they heavily displayed rule-based identities due to the requirements of the Turkish educational system or schema-based identities that mainly emerged with the impact of contextual factors and conditions of the practicum schools. Lastly, the author discussed the findings in detail and provided implications for practice and future research. (As Provided).
Anmerkungen	Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01