The Effectiveness of an Online Epistemic Game on Professional Teacher Identity Development

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Abstract

The purpose of this case-based mixed-methods study is to explore the effectiveness of a 10-week online epistemic game intervention in fostering preservice teachers’ professional teacher identity development. Early Teacher Identity Measurement scale and pre-and post-interviews were used to collect data. The results of quantitative data from 30 preservice teachers indicated a small but significant increase in teacher identity scores. Qualitative data from 24 preservice teachers revealed shifts from rigid, idealized views to more reflective, student-centered, and context-aware identities. Participants developed deeper self-awareness, broader epistemological beliefs, empathetic goals, and more realistic action possibilities. Post-interviews showed greater alignment across beliefs, goals, and practices, indicating evolving, coherent professional identities.

Authors

• Nur Cakir, Middle East Technical University

• Hürriyet Sarıdemir, Middle East Technical University

• Neslihan Gok Ayyildiz, Middle East Technical University

• Aroutis N. Foster, Drexel University

• Diler Oner, Bogazici University