Teacher Identity Development of Student Teachers During Career Socialisation Practices

Abstract

Previous research has revealed that training plays a significant role in the formation of professional identity (Nias, 1989; Goodson & Cole, 1994; Volkmann & Anderson, 1998; Olsen, Buchanan, & Hewko 2023). In Hungarian teacher education, the incorporation of career awareness and career socialisation practices into training (EMMI Decree 8/2013 (30 I.)) has significantly transformed the learning environment of training. The following research aims to investigate how career socialisation practices shape the process of students’ professional identity construction. The Association of Teacher Trainers has initiated a national study linked to the new training environment and the introduction of these practices. This paper presents the first quantitative results of this research, which is considered a pilot study based on cross-sectional data from one training site. The research questions focus on how students’ professional identity changes during career socialisation placements. What characteristics are associated with students’ identity construction?