A Path to an Innovative Teacher Education Design: Significance of Teachers' Professional Identity as a Central Construct
https://doi.org/10.26907/esd.19.3.02
EDN: DANJCC
Abstract
Teacher education program as a focal platform of teacher identity construction has extensively been explored recently. This study examines the Engage, Study, Activate (ESA) teacher education model's effectiveness in fostering teacher professional identity. Utilizing Freeman’s (2020) evaluation model, the ESA model's content and design were analyzed. A qualitative case study followed one participant over a year, using written narratives, interviews, and demos. Applying document and thematic analysis, findings showed 93% alignment with Freeman’s knowledge base and identified three key themes: forming personal beliefs, overcoming self-doubt, and developing global citizenship. The study underscores the importance of incorporating intercultural topics, AI, and digital tools into the ESA program, highlighting its value for pre-service teachers, educators, curriculum developers, and researchers in understanding teacher identity.
About the Author
F. H. Irani
Islamic Azad University, West Tehran Branch
Islamic Republic of Iran
Islamic Republic of Iran
Fariba Haghighi Irani
Iran
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Review
For citations:
Irani F.H. A Path to an Innovative Teacher Education Design: Significance of Teachers' Professional Identity as a Central Construct. Education and Self-Development. 2024;19(3):12-27. https://doi.org/10.26907/esd.19.3.02. EDN: DANJCC
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