Development of teacher professional identity
Perspectives from self-determination theory
Bibliographic Data
| ID | 21496572 |
|---|---|
| Authors | C Y Ethan Wong (0000-0002-2743-3899, Nanyang Technological University, corresponding author), Woon Chia Liu (0000-0002-6607-9351, Nanyang Technological University) |
| Year | 2026 |
| Volume | 49 |
| Issue | 3 |
| Pages | 610-628 |
| Publication date | 2026-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2371981 |
| OpenAlex | W4400037546 |
| Language | EN |
| Citations received | 10 |
| References cited | 42 |
This research explored the development of teacher professional identity in pre-service teachers through the Self-Determination Theory (SDT) perspective to answer how psychological needs satisfaction facilitated this development. Through qualitative interviews, this study uncovered how coursework learning supported the basic needs of pre-service teachers by providing opportunities to learn what they wanted to learn and be involved in learning communities, facilitating the internalisation of values, beliefs, and behaviours. Additionally, teaching practice, though regarded as stressful, was perceived as necessary where pre-service teachers put ideals and beliefs into action. The critical role of cooperating teachers was again affirmed in this study. Notably, the disparity in the experience of needs satisfaction during coursework learning and teaching practice accentuated the challenge of mitigating the divide between the two contexts. This study highlighted the importance of a needs-supportive environment in promoting TPI development and offered insights for integrating SDT into curriculum and programme design
Faculty Development · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · Education and Teacher Training · Educational Practices and Policies · Motivation and Self-Concept in Sports · Psychology
How self-efficacy shapes professional identity
Exploring Teachers' Professional Identity Profiles in China
Leveraging Authentic Leadership for Teachers’ Professional Identity in China
Sustaining action research in schools
Back to the chalkface
Closing the gap of teacher professional identity in student teachers between coursework learning and teaching practice
Strategic Conformity as Learning
Field-theoretical analysis of AI-enabled social support and teacher professional identity in preschool teacher education
Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China
L2 teacher selves and motivational dialogues
Intrinsic Motivation
Self-Determination Theory
Beyond ‘what works’
Becoming a teacher
Need Satisfaction, Motivation, and Well-Being in the Work Organizations of a Former Eastern Bloc Country
The Empirical Exploration of Intrinsic Motivational Processes
Intrinsic and extrinsic motivation from a self-determination theory perspective
Intrinsic Motivation and Self-Determination in Human Behavior
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity
Teacher identity
Confronting, investigating, and learning from professional identity tensions
The construction of teachers’ professional identity
The Sage Handbook of Research on Teacher Education
Psychological Needs and the Facilitation of Integrative Processes
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Relations between student teachers' basic needs fulfillment and their teaching behavior
Professional identity creation
Teachers’ perceptions of professional identity
Conceptualizing identity, learning and social justice in community-based learning
The dark side of mentoring on pre-service language teachers' identity formation
Mentoring styles and novice teachers’ well-being
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
How different mentoring approaches affect beginning teachers' development in the first years of practice
A dialogical approach to conceptualizing teacher identity
Student teachers’ professional identity
Reconsidering research on teachers’ professional identity
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity
Strengthening Clinical Preparation
Supporting and inhibiting the well‐being of early career secondary school teachers
The personal and professional selves of teachers
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
Critiquing Teacher Preparation Research
| Unique citing works | 10 |
|---|---|
| Citations per year | 5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |