[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591991-105":59,"doc-detail-591991-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","development-of-pre-service-teachers-teacher-identity-a-time-capsule-case-study","Development of Pre-Service Teachers’ Teacher Identity - A Time Capsule Case Study","","Development of pre-service teachers’ teacher identity is examined through a time capsule case study that compares beliefs at the beginning and end of teacher education in Turkey. Preservice teachers first wrote essays about what makes a good teacher and whether they believed they would be good teachers, then revisited the same prompt after the program. Findings indicate that teacher education and school practice influence self-beliefs, while stable beliefs and sociocultural influences shape identity development. Emotions such as love for the profession and children matter in professional development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-pre-service-teachers-teacher-identity-a-time-capsule-case-study/591991/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-pre-service-teachers-teacher-identity-a-time-capsule-case-study/591991.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study measure teacher identity development among preservice teachers?","Question",{"text":112,"@type":113},"It uses a time capsule approach: preservice teachers write essays at the start of teacher education, then read them and write a second essay using the same questions at the end of the program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What impacts were found on beliefs about being a good teacher?",{"text":117,"@type":113},"Teacher education, especially school practice, affects preservice teachers’ self-beliefs. Sociocultural influences and stable beliefs also play a role in what remains unchanged.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the study emphasize emotions in teacher professional development?",{"text":121,"@type":113},"The findings show that emotions such as love for the profession and love for children become prominent in preservice teachers’ beliefs about being a good teacher, so emotions should not be ignored.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591991,1792161616,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Anatolian Journal ofEducation e-ISSN: 2547-9652  \nOctober 2024 ● Vol.9, No.2 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 139-158  \nDevelopment of Pre-Service Teachers’ Teacher Identity: A Time Capsule Case Study  \nSeher Çetinkaya  \nDepartment of Primary Education, Faculty of Education, Ordu University, Ordu, Turkey, [sbayat_cetinkaya@hotmail.com](sbayat_cetinkaya@hotmail.com)  \nThis time capsule case study aims to examine the development of teacher identity among preservice teachers who are enrolled in the teacher education program at the Faculty of Education in Turkey, based on their beliefs about what makes a good teacher. At the beginning of the teacher education (BTE), pre-service teachers wrote an essay answering the questions ‘What makes a good teacher?’ and ‘Do I believe that I will be a good teacher?’ and put their essays in a time capsule. At the end of the teacher education (ETE), pre-service teachers read their essays and wrote a second essay answering the same questions. The findings show that teacher education and especially school practice have an impact on pre-service teachers’ self-beliefs about being a good teacher. However, although the effects of teacher education are seen in the development of teacher identity, stable beliefs come to the fore and sociocultural influences play a role in beliefs that remain stable in teacher identity beliefs. In addition, it is seen that emotions such as love for the profession and love for children come to the fore in pre-service teachers’ beliefs about being a good teacher. The findings provide evidence that emotions should not be ignored in teachers’professional development.  \nKeywords: Teacher identity development, ideal self, actual self, good teacher, professional development, teacher education  \nINTRODUCTION  \nTeaching is a highly complex profession that requires the integration of professional knowledge with the salient components of teaching: content, context, and students (Stenberg & Maaranen, 2022) . Teachers are expected to master many things in their field, such as the entire teaching process, pedagogy, professionalism, attitude or personality, and their social role in society (Murwaningsih, 2024) . In addition to this multifaceted and complex structure of the teaching profession, the search for innovation in education because of the demands of the 21st century (Güçlü Yılmaz, 2021) makes it difficult to answer the question of what makes a good teacher. Although it is difficult to find an answer, it is very important in terms of their professional development for pre-service teachers to think about the questions, ‘What makes a good teacher?’ and ‘Do I believe that I will be a good teacher?’ because the way teacher candidates approach professional development depends on their beliefs about what makes a good teacher (Maaren et al., 2016) and who they are as teachers (Stenberg & Maaranen, 2020) . Current research (Lawrence & Nagashima, 2020; Maaranen & Stenberg, 2020; Stenberg & Maaranen, 2020; Stenberg & Maaranen, 2021; Stenberg & Maaranen, 2022) shows that teacher identity development is an integral part of teacher education.  \nIn Finnish teacher education, Stenberg and his colleagues attach great importance to the study of teacher identity and in their research (Maaranen & Stenberg, 2020; [Stenberg et. al](Stenberg et. al)., 2014; Stenberg & Maaranen, 2020; Stenberg & Maaranen, 2021; Stenberg & Maaranen, 2022), they stated that they found the expanded didactic triangle useful in explaining the situation. Maaranen & Stenberg (2020) state that teacher education is not limited to professional knowledge and professional practice skills and emphasize that teacher educators should know who their students are and what beliefs they have.  \nCitation: Çetinkaya, S.. (2024) . Development of pre-service teachers’ teacher identity: A time capsule case study.  \nAnatolian Journal of Education, 9(2), 139-158. [https://doi.org/10.29333/aje.2024.9212a](https://doi.org/10.29","cbCaiaMrWQokdhfl","https://ap.wps.com/l/cbCaiaMrWQokdhfl","pdf",479586,"English","# Introduction\n## Research purpose and design\n## Background on teacher identity in teacher education","[{\"question\":\"How does the study measure teacher identity development among preservice teachers?\",\"answer\":\"It uses a time capsule approach: preservice teachers write essays at the start of teacher education, then read them and write a second essay using the same questions at the end of the program.\"},{\"question\":\"What impacts were found on beliefs about being a good teacher?\",\"answer\":\"Teacher education, especially school practice, affects preservice teachers’ self-beliefs. Sociocultural influences and stable beliefs also play a role in what remains unchanged.\"},{\"question\":\"Why does the study emphasize emotions in teacher professional development?\",\"answer\":\"The findings show that emotions such as love for the profession and love for children become prominent in preservice teachers’ beliefs about being a good teacher, so emotions should not be ignored.\"}]","Development of Pre-Service Teachers’ Teacher Identity - A Time Capsule Case Study | PDF",1792073632]