Exploring Professional Identity Development of a Preservice Teacher Through an Epistemic Game

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Unpacking Teacher Identities (Table 8)

Abstract

The purpose of this study is to explore the teacher identity development of a pre-service teacher during an online epistemic game. One preservice teacher who participated in 3-hours of epistemic gameplay for 10 weeks was the participant of this single case study. Data was collected through a pre-interview at the beginning of the semester and a post-interview at the end of the 10 weeks of epistemic gameplay to examine the identity development of the participant. Reflexive thematic analysis was employed using The Dynamic Systems Model of Role Identity as the analytical framework. Results show that the participant underwent an identity negotiation process at all dimensions of the analytical framework, namely content, structure, and process of identity development.

Authors

• Hürriyet Sarıdemir, Middle East Technical University

• Nur Cakir, Middle East Technical University