The teacher identity construction of pre-service teachers in the teaching practicum

Teacher identity is shaped by teachers’ experiences throughout their professional development. It is an ongoing process that is affected by distinct factors. A lot of investigation has been done on teacher identity construction (TIC) and their teaching experience, but how a teacher embraces teacher identity during the teaching practicum (TP) and how teacher identity gets affected due to a particular TP have been underexplored. Considering the TP that the pre-service teachers experienced, the purpose of this research was to investigate the ways teacher identity was constructed during TP. Semi-structured interviews were conducted and pre-service teachers’ reflective journal were collected in order to explore the common themes. The findings display teachers’ self-perceived identity, their TP experience and others’ perception of them as examples of factors constructing their teacher identity during their teaching practicum.