Classroom Observation at Hogwarts: A Genetic Analysis of a Pre-service English Teacher’s Identity Development

Güngör M. N., Yeşilbursa A. A. J. A.

PROFILE: ISSUES IN TEACHERS' PROFESSIONAL DEVELOPMENT, cilt.27, sa.2, ss.33-48, 2025 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 27 Sayı: 2
  • Basım Tarihi: 2025
  • Dergi Adı: PROFILE: ISSUES IN TEACHERS' PROFESSIONAL DEVELOPMENT
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Directory of Open Access Journals, DIALNET
  • Sayfa Sayıları: ss.33-48
  • Gazi Üniversitesi Adresli: Evet

Özet

This qualitative study focuses on the identity development of an English language preservice teacher

during a series of classroom observation activities that involved analysing filmic representations of fictional

teachers. Data were collected through video observations, script-based tasks, group discussions, and semi-

structured interviews. Data were analysed at three levels: microgenetic (identity development process from

thinking to speaking), ontogenetic (meanings about the self and the teaching profession), and sociocultural

(fictional classrooms and teacher education contexts). Results evidenced that the participant’s beliefs and

conceptions about language learning and teaching, possible selves, and inner dilemmas played a role in

identity development. In conclusion, interaction with the Harry Potter series as a cultural and pedagogical

artefact in the virtual practicum contributed to the participant’s identity development.