Akademik Veri Yönetim Sistemi
Batı Anadolu Eğitim Bilimleri Dergisi(BAEBD), cilt.13, sa.2, ss.842-855, 2022 (Hakemli Dergi)
Teacher identity and capacity are constantly evolving constructs in the formation and development of which field experience (FE) in initial teacher preparation programs performs a pivotal role. The review of related literature unveils that more research is needed to scrutinize the place of FE in the development of pre-service English teachers’ (PSETs) identity and capacity as teachers. For this reason, this qualitative case study is conducted in an attempt to explore the place of the context in which pre-service English teachers (N = 10) had their FE in the development of their teacher identity and capacity. Additionally, it investigates if any changes in the beliefs they had held about how English should be taught occurred after having completed their FE. The data was obtained from in-depth interviews, reflective journals, and metaphors created by the participants for the teaching profession. The findings revealed that the FE exerted impact on the development of the PSETs’ emerging teacher identity and capacity, and changes took place in their views about how English should be taught after having completed the FE. The implications of the findings for initial English language teacher education are discussed.