PRE-SERVICE PRIMARY SCHOOL TEACHERS’ BELIEFS ABOUT THE CONSISTENCY OF THE TEACHER TRAINING PROGRAM ON THE FORMATION OF THEIR TEACHER IDENTITY

Abstract

The present study aimed to determine the effect of belief about the consistency of teacher education program in the formation of teacher identity of pre-service primary school teachers. In the study, a correlational survey method was benefitted. The participants of the research study consisted of 203 senior pre-service primary school teachers of three different state universities in 2018-2019 academic year. Early Teacher Identity Scale and TEDS-M Beliefs about the Effectiveness of Teacher Education Program were used as data collection tools. As a result, it was determined that the pre-service primary school teachers’ beliefs about the effectiveness of the teacher education program are high and the early teacher identity was at a medium level. In addition, it was revealed that the beliefs about the consistency of the teacher education program differed significantly in favor of the female pre-service teachers when compared to the beliefs of the males. However, the early teacher identity level of the two groups did not differ. It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.