Developing the Professional Identity of a Novice Teacher Through the Teacher Induction Program

Conference: The Barcelona Conference on Education (BCE2022)
Title: Developing the Professional Identity of a Novice Teacher Through the Teacher Induction Program
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Live-Stream Presentation
Gökçen Seyra Çakır, Marmara University, Turkey


The development of professional identity of novice teachers typically involves a strong professional socialization process. Becoming a legitimate member of a professional community both shapes novice teachers’ understanding of the self in relation to peers while forming professional bonds. Traditional one-on-one mentoring programs in educational contexts draw on the advantages of professional socialization activities by combining pedagogical elements of training sessions with constituents of psycho-emotional support. Thus, formal mentoring programs such as Novice Teacher Induction Program have been brought about to facilitate this process by providing novice teachers with the opportunity to collaborate with experienced teachers in Turkey. Several adjustments have been made regarding the content of the Novice Teacher Induction Program. Currently mentees are matched with experienced mentor teachers and participate in training sessions, class observations and other professional activities. Novice teachers are awarded with a certificate which terminates their probation period in their teaching role. Drawing on the experience of a dyad consisting of a mentor and a mentee who participate in the Teacher Induction Program , this study aims to explore the process of the professional identity formation of a novice teacher through the lens of her mentor. The study utilizes an interview with the mentor teacher, class observation and evaluation forms to delineate the process. Preliminary findings indicate that professional socialization helps novice teacher to form professional values that revolves around resilience.

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