A Qualitative Exploration of Online Discussion Facilitation and Pre-service Teacher Identity Development

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Platforms of Practice: Teacher Identity in Digital Spaces

Abstract

This exploratory case study investigates the affordances of online discussion facilitation for pre-service teachers’ professional teacher identity development throughout 10 weeks of an online epistemic gameplay intervention. Using the Dynamic Systems Model of Role Identity, the analysis is based on three main data sources: semi-structured individual and focus group interviews and weekly reflection reports. The analysis reveals that the facilitation experience provided a space for pre-service teachers to take on teacher-like responsibilities and envision themselves as future teachers. They set student-centered goals and formed realistic classroom expectations. This experience facilitated personal development, helped pre-service teachers recognize areas for improvement, and contributed to the formation of a coherent, experience-based teacher identity aligned with professional actions, beliefs, and goals.

Authors

• Hürriyet Sarıdemir, Middle East Technical University

• Nur Cakir, Middle East Technical University