Abstract
ABSTRACT The current study explored in what ways a problem-based learning (PBL) programme influenced the (trans)formation of the professional identities of six student teachers of English. The student teachers’ narratives and responses to the questionnaires involved the (re)formed pedagogic meanings and related actions and emotions which constitute their professional identities. Data analysis disclosed that the PBL programme contributed to the formation and/or transformation of the student teachers’ professional identities in a way that led them to specify their desire to be a teacher; (re)form pedagogic meanings; and relate their learning in the PBL programme to other pedagogic activities. Based on the findings, the researcher discusses implications for implementing effective PBL for the construction of student teachers’ professional identities in teacher education programmes.
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