Vol 5 No 2 (2019)
Articles

Turkish EFL Teacher Candidates’ Early Teacher Identity

M. Pinar BABANOĞLU
Mersin University, Turkey.
Reyhan AĞÇAM
KahramanmaraşSütçü İmam University, Turkey.
Published August 9, 2019
Statistics
37 Views | 13 Downloads
Keywords
  • Early teacher identity, EFL teacher candidates, Pre-service teachers, Teacher training.
How to Cite
BABANOĞLU, M. P., & AĞÇAM, R. (2019). Turkish EFL Teacher Candidates’ Early Teacher Identity. Asian Journal of Education and Training, 5(2), 386-391. https://doi.org/10.20448/journal.522.2019.52.386.391

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.

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