Abstract
This longitudinal mixed methods study investigates the development of teacher candidates’ professional identity throughout a four-year degree program. Data were analyzed using the following dimensions of professional identity: task orientation, self-efficacy, commitment to teaching, and professional orientation. During practicum, teacher candidates were able to realize the ideals articulated in their teaching philosophies, including a strong focus on student engagement. Their self-efficacy grew as they developed a sense of purpose in teaching and committed to future growth in assessment. Professional orientation flourished in supportive school-based seminars. All participants remain committed to teaching in part because they were able to persevere through challenges. Program features supporting professional identity are discussed.
Acknowledgements
Thanks to Nadine Engels (Vrije Universiteit Brussel) for providing the survey instrument that formed the basis of the survey instrument used in this research.