Exploring the impact of online anticipatory reflection intervention on pre-service math teachers’ professional teacher identity development

AKKAR ERCAN Z. M., ÇAKIR N., Yıldırım A.

Reflective Practice, 2025 (ESCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/14623943.2025.2543131
  • Dergi Adı: Reflective Practice
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo
  • Anahtar Kelimeler: Anticipatory reflection, Mathematics teacher identity, pre-service teacher identity, reflective writing, teacher identity
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This study investigates the affordances of an online anticipatory reflective writing intervention on pre-service teachers’ professional teacher identity development (PTID). A concurrent mixed-methods design was employed, integrating both quantitative and qualitative approaches. Participants were 31 pre-service elementary Mathematics teachers. A 10-week intervention was carried out for them to write and share weekly reflections. Within a single group pre- and post-test design, participants’ PTID was measured through Early Teacher Identity Measurement (ETIM). Interviews were also conducted to explore participants’ perceived experiences with the intervention. The results of ETIM showed that online anticipatory reflective writing had a significant impact on participants’ PTID. Additionally, qualitative results revealed that the intervention facilitated pre-service teachers’ thinking skills, awareness, and internalization of the profession, and provided them with new perspectives on teaching practice.