Abstract
This study aimed to examine professional identity of ICT teachers following educational changes in ICT education and technology integration, introduced by Ministry of National Education (MoNE) in Turkey. Professional identity was investigated under the factors of commitment, self-image, knowledge and skills, value, thoughts and beliefs, future perspective, task perception, job motivation, job satisfaction, self-esteem, and self-efficacy. This study used a qualitative, content analysis method. Data collection included a total of 302617 online messages posted on the online forum between 2005 and 2015, and the circular notes, instructions, regulations and official correspondence of the institutions between the years of 1995 and 2015 in order to identify the decisions taken by MoNE. The data from the online forum and official documents were analyzed using the content analysis. The results show that the professional identities of ICT teachers were negatively affected in the process of changes that lasted for 11 years. Excessive workload and roles and responsibilities unrelated to the profession negatively affected ICT teachers in teachers’ task perceptions, motivation, self-image, commitment, and future perspective. Professional identity was also negatively affected by changes in the decisions related to ICT course and increasing responsibilities stemming from the projects introduced by MoNE.
Highlights
Teachers are confronted with many challenges in their professional life stemming from the school context, institutional structure of the ministry, the relationships they have with colleagues, managers, parents and students, classroom practices, and increasing pressure and responsibilities
After forum messages’ analysis, a document analysis was carried out in order to determine the changes in the education and reveal the effect of these on ICT teachers and the decisions circulars, directives, regulations and official articles sent from Ministry of National Education (MoNE) were examined
According to this coding scheme; value, job satisfaction, job motivation, self-image, self-esteem, thoughts and beliefs, task perception, knowledge and skills, selfefficacy, future perspective, and commitment to the profession were discussed as indicators of professional identity
Summary
Teachers are confronted with many challenges in their professional life stemming from the school context, institutional structure of the ministry, the relationships they have with colleagues, managers, parents and students, classroom practices, and increasing pressure and responsibilities. These teachers may be affected negatively from challenges in decision making with reality shock due to the problems and difficulties they experienced (Kelchtermans & Ballet, 2002), some of them decided not to stay in the profession (Hong, 2010; Kagan, 1992; Kelchtermans, 1993; Kelchtermans & Ballet, 2002). According to Wiles (2013), there are specialized knowledge and competencies related to the field, values and norms related to the work as the basis of professional identity
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