Development of teacher professional identity: perspectives from self-determination theory

Abstract

ABSTRACT 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.