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(2018). Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program. Australian Journal of Teacher Education, 43 (12).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol43/iss12/4](https://ro.ecu.edu.au/ajte/vol43/iss12/4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss12/4](https://ro.ecu.edu.au/ajte/vol43/iss12/4)  \nAustralian Journal of Teacher Education  \nStudent Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program  \nKaisa Hahl  \nUniversity of Helsinki, Finland  \nErin Mikulec  \nIllinois State University, United States  \nAbstract: This preliminary case study examines qualitatively the  \nexperiences of 20 participants enrolled in an international English  \nmedium secondary teacher preparation program at a university in  \nFinland and analyzes reflections on their teacher identity  \ndevelopment. Multiple measures of data with triangulation were  \ncollected from course work, including reflection essays from 20 pre  \nservice teachers and a focus group interview with four of the pre  \nservice teachers. The data were analyzed with thematic analysis  \n(Braun & Clarke, 2006) in order to find categories offactors that  \ninfluenced the pre-service teachers’ teacher identity development. The  \nresults indicate that the support especially from mentors and positive  \nfeedback from pupils during two teaching practicum periods, and the  \nstudent teacher’s passion for their own subject, were incremental in  \nbuilding confidence in one’s teaching abilities. The participants also  \nrealized that they were in the beginning of their teacher identity  \ndevelopment and were committed to lifelong learning.  \nIntroduction  \nIt is argued that teacher identity greatly influences the decisions that teachers make in relation to teaching practices, content of teaching, teacher-student relationships, and professional development (e.g., Beijaard, Meijer, & Verloop, 2004; Hammerness, Darling-Hammond, & Bransford, 2005) . Teacher preparation programs are considered one of the most important stages for teacher identity development (Izadinia, 2013) . The formation of teacher identity is, however, not stable and teacher identity is created and recreated through the years of learning to teach and teaching (Trent, 2010). Being cognizant of one’s teacher identity is important so that a teacher can set clear goals and better know how to reach them (Izadinia, 2013) .  \nFinland’s educational system has garnered a significant amount of world recognition for its continued success on an international scale (e.g. Niemi, Toom, & Kallioniemi, 2012) . There are several factors indicative of this success, including teaching being a high-status profession and a system that is committed to equity without punitive accountability measures, such as highstakes testing (Sahlberg, 2015) . The aim of Finnish teacher education is to educate autonomous, reflective, and research-oriented teachers (Hökkä & Eteläpelto, 2014) . All teachers are required to have a Master’s degree, and student teachers practice research skills during teacher education (Maaranen, 2009) . Given this culture of support and professionalism, it is not surprising that  \nVol 43, 12, December 2018 42  \nAustralian Journal of Teacher Education  \nthere are low rates of teacher attrition in Finland (Ostinelli, 2009) . However, secondary teachers (or subject teachers as they are referred to in Finland) only spend one year in pedagogical studies, which is a short time for ","cbCaigx68w1gZ26g","https://ap.wps.com/l/cbCaigx68w1gZ26g","pdf",298513,18,"English","# Introduction\n## Teacher Identity\n## Research Question and Scope","[{\"question\":\"How was teacher identity development explored in this study?\",\"answer\":\"The study uses a preliminary qualitative case design with data from reflection essays and a focus group interview. Triangulated course-related measures were analyzed through thematic analysis.\"},{\"question\":\"What factors influenced participants’ teacher identity development?\",\"answer\":\"Mentor support, positive feedback from pupils during teaching practicums, and participants’ passion for their subject were incremental in building confidence. Participants also recognized they were at the beginning of their identity development.\"},{\"question\":\"What was the guiding question for the research?\",\"answer\":\"The study asks what factors influence pre-service secondary teachers’ teacher identity development in a year-long preparation program in Finland.\"}]","Student Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program | PDF",1792078014,45]