Using a drawing method to explore the emerging identity of students early childhood teachers

Η αξιοποίηση της σχεδίασης για τη διερεύνηση της αναδυόμενης ταυτότητας των μελλοντικών εκπαιδευτικών προσχολικής εκπαίδευσης (ελληνικά)
Published: Mar 31, 2025
DOI: https://doi.org/10.12681/jret.40355
Efstratia Sofou
Department of Early Childhood Education, University of Ioannina
https://orcid.org/0000-0003-4882-9099
Abstract

Teacher's identity significantly influences educational decisions and practices in the classroom as well as professional development. Understanding the development of preservice teacher identity is particularly important during initial teacher education, as it is at this stage that he or she experiences the transition from the role of learner to that of teacher and prepares for the complexities of the profession. In this context, the present study explores the perceptions of future pre-primary teachers about their professional self and teaching and learning in kindergarten. 134 fourth-year female students participated in the study. The survey data was collected through the drawings created by the students to represent themselves as teachers, children and learning environments, as well as their written texts that accompanied their drawings. The content analysis method was used to analyse the drawings and texts. The findings of the study showed that the participants had mostly positive and idealistic views of teacher identity and portrayed themselves with positive characteristics. Their views on teacher identity and teaching and learning in kindergarten reflect a complex picture that includes traditional and contemporary perceptions of their future profession. The present study confirms the findings of other research on the usefulness of design activity as a reflective tool that can illuminate future teachers' internalized images of what it means to be a teacher and, under certain conditions, contribute to the development of their professional identity.

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