Abstract:

This research aimed to investigate professional identity perceptions of preservice elementary teachers (PETs). The relationships between PETs’ perceptions of professional identity and their gender, university, grade level, grade point averages, parent education level, person and situation influential in choosing the profession, and teaching self-efficacy were also investigated. Participants included 752 PETs registered at the three public universities in Ankara. Data were gathered using Demographic Information Form, Early Teacher Identity Scale, and Teachers’ Sense of Efficacy Scale. Results indicated that PETs held generally higher perceptions of professional identity. Although there were no significant differences in PETs’ perceptions of professional identity with respect to universities they attended and grade level, there was a significant difference in their professional identity based on gender, in favor of females. A positive significant relationship was found between PETs’ grade point averages and their perceptions of professional identity. It was also shown that PETs’ perceptions of professional identity increased with an increase in their sense of teaching efficacy. As a result of the study, some suggestions for future research and practice were proposed.

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