The development and construction of teacher professional identity and beliefs towards teaching
This paper reports on a three-year longitudinal case study on the professional identity change of one Turkish EFL teacher in the last two years of her university education and the first year of teaching in a primary school in Turkey. The significance of this study is that it examines the process of the combination of teacher identity over the period immediately before and after entering full time teaching. This study analyses teacher professional identity as an undergoing process and the findings show that reflecting on one’s own teacher identity develops the consciousness which promotes the concept and strengthens the process of identity development.
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