Pre-service teachers’ future professional self-understanding
A reception study through teachers’ digital stories
Bibliographic Data
| ID | 21494522 |
|---|---|
| Authors | Hatice Çıralı Sarıca (0000-0001-5398-1496, Department of Computer Education and Instructional Technology, Hacettepe University, Ankara, Turkey, corresponding author), Yasemin Koçak Usluel (0000-0002-6147-3333, Department of Computer Education, Hacettepe University, Ankara, Turkey) |
| Year | 2022 |
| Volume | 48 |
| Issue | 2 |
| Pages | 159-177 |
| Publication date | 2022-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2021.1967088 |
| OpenAlex | W3206247204 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
This study aims to investigate pre-service teachers’ reception of digital stories created by teachers in teacher education. Furthermore, it investigates how their professional self-understanding is developed based on the meanings they infer from the digital stories. This study is based on qualitative research, using the reception methodology. Accordingly, 15 pre-service teachers watched 27 digital stories. Data were collected through semi-structured focus group interviews and participants’ observation notes, which were analysed through content analysis. The results showed that the pre-service teachers developed professional self-understandings about self-image, self-esteem, task perception, and job motivation for their future careers. The reception process using digital stories helped them develop their future professional self-understanding by examining their own teaching experiences, teachers’ education, and teachers’ professional experiences as well as by making connections and gaining insights into the incidents of in the digital stories. Also, the reception process allowed reflection, the transfer of practical knowledge, and narrative learning development in pre-service teachers’ professional self-understanding. Thus, this reception process contributed to the professional development of the pre-service teachers
Educational technology · Focus group · Mathematics education · Narrative · Pedagogy · Perception · Professional development · Qualitative research · Sociology · Teacher education · Technology integration · Computer Science · Digital Storytelling and Education · Literacy, Media, and Education · Psychology · Subtitles and Audiovisual Media
Content analysis
The Content Analysis Guidebook
Qualitative Content Analysis
Who I am in how I teach is the message
Chapter 8
A systematic review of educational digital storytelling
Digital storytelling as transformative practice
Content Analysis in Mass Communication
Mobilizing personal narratives
Digital Storytelling
Lessons learned
The networking teacher in action
Case stories of facilitating professional development
Teachers’ emotions in the reconstruction of professional self-understanding
Short interims, long impact? A follow-up study on early career teachers' induction
The Teacher's “Practical Knowledge”
Gazing upon the kingdom
Teacher Education and the American Future
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |