To read this content please select one of the options below:

Preservice teachers’ professional identity development and the role of mentor teachers

Mahsa Izadinia (Edith Cowan University, Perth, Australia)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 6 June 2016

1706

Abstract

Purpose

The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum.

Design/methodology/approach

A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data.

Findings

The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity.

Research limitations/implications

Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers.

Originality/value

This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.

Keywords

Citation

Izadinia, M. (2016), "Preservice teachers’ professional identity development and the role of mentor teachers", International Journal of Mentoring and Coaching in Education, Vol. 5 No. 2, pp. 127-143. https://doi.org/10.1108/IJMCE-01-2016-0004

Publisher

:

Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

Related articles