Development of drama into teacher identity: Exchanges and experiences of English teachers

Korkut, Perihan; Özmen, KEMAL

doi:10.1016/j.ijer.2023.102247

Development of drama into teacher identity: Exchanges and experiences of English teachers

Atıf İçin Kopyala

Korkut P., Özmen K. S.

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, cilt.122, ss.1-15, 2023 (SSCI)

Yayın Türü: Makale / Tam Makale
Cilt numarası: 122
Basım Tarihi: 2023
Doi Numarası: 10.1016/j.ijer.2023.102247
Dergi Adı: INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
Sayfa Sayıları: ss.1-15
Gazi Üniversitesi Adresli: Evet

Özet

The importance of professional identity development in learning to teach has been highlighted in recent years. The present study examined the process of how English teachers develop a drama teacher role identity upon receiving in-service training on educational drama. The influence of the training was observed by means of interviews, observations, and reflective journals. The analysis, guided by Kaplan and Garner’s (2017) Dynamic Systems Model of Role Identity (DSMRI), produced important hints on the conditions for the formation of a drama teacher identity. The findings indicated that the training program broadened the teachers’ perceived action possibilities and that a teacher’s identification with drama depended on their institutional context, alignment of action possibilities, professional belief system, and self-perception.