Development of teacher professional identity: perspectives from self-determination theory

ABSTRACT

This research explored the development of teacher professional identity in pre-service teachers through the Self-Determination Theory (SDT) perspective to answer how psychological needs satisfaction facilitated this development. Through qualitative interviews, this study uncovered how coursework learning supported the basic needs of pre-service teachers by providing opportunities to learn what they wanted to learn and be involved in learning communities, facilitating the internalisation of values, beliefs, and behaviours. Additionally, teaching practice, though regarded as stressful, was perceived as necessary where pre-service teachers put ideals and beliefs into action. The critical role of cooperating teachers was again affirmed in this study. Notably, the disparity in the experience of needs satisfaction during coursework learning and teaching practice accentuated the challenge of mitigating the divide between the two contexts. This study highlighted the importance of a needs-supportive environment in promoting TPI development and offered insights for integrating SDT into curriculum and programme design.

KEYWORDS:

• Teacher professional identity
• pre-service
• self-determination theory
• needs satisfaction
• qualitative interview

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research received no specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes on contributors

C. Y. Ethan Wong

Dr. C. Y. Ethan Wong is a Lecturer at the National Institute of Education (NIE), Nanyang Technological University (NTU), bringing practical experience and academic knowledge from leadership positions within the Ministry of Education (MOE). He started as a secondary school teacher, specialising in Design & Technology and Mathematics, then transitioned into academia as a Teaching Fellow, receiving the Dean’s Commendation for Research in 2023. His research focuses on teacher education, teacher identity development, and motivation, aiming to inspire and shape the next generation of educators and educational leaders.

W. C. Liu

Dr. W. C. Liu is the Dean of Teacher Education at the National Institute of Education (NIE), Nanyang Technological University (NTU). She has led initiatives such as the NTU-NIE Teaching Scholars Programme, Bachelor of Arts (Education)/Science (Education) program enhancements, and the 16-month Postgraduate Diploma in Education program. Dr. Liu also co-chaired the committee that developed the NIE Teaching and Learning Framework and championed the integration of IoT in education, leading to the establishment of the IoT@NIE Learning Lab. She was a key member of the steering committee for the Singapore Teaching Practice. She has research interests in self-concept, motivation, teacher education, innovative pedagogy, e-portfolios, and clinical practice.