Emerging Professional Teacher Identity of Pre-service Teachers
Research shows the development of teachers’ professional identity to be in a state of flux and that there is a strong correlation between a sense of teacher professional identity and their propensity to stay in teaching. Our study examines pre-service teachers’ emerging sense of professional teacher identity at exit point of their pre-service programme. For the first part, data was collected from an open-ended questionnaire which asked participants about their perceptions of the profession. 22 statements were used for the second part to elicit participants’ perceptions about teaching. The open-ended questionnaire showed a high percentage perceiving a sense of reality, followed by a smaller percentage experiencing mismatched expectations. For the second part, five factors were extracted with ‘role of teaching and learning’ emerging with the highest mean. The final part discusses the implications for the continual enhancement of teacher preparation programmes.