Abstract
ABSTRACTThis study uses teacher identity as an analytic lens to explore how pre-service teachers’ professional identity developed during teacher education and to examine what aspects of teacher education promote the development of teacher identity. Guided by the teacher’s personal interpretative framework and utilizing a narrative inquiry with a cross-sectional research design, this study employed interviews to elicit data from 50 English-majored pre-service teachers at a five-year teacher education program in Thailand. The findings revealed that multiple dimensions of teacher identity were changed at different points of time. Two patterns of identity changes were found: sudden and gradual changes. Additionally, the roles of teacher education in promoting teacher identity development are passive and fragmented, relying on the pre-service teachers to connect the dots of their own identity. This study serves as a springboard for teacher educators to reconsider the teacher education curriculum and redefine practices in teacher education.
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