Özet:

In a time when the use of digital technologies is an essential part of teaching, there is anincreasing need for pre-service teachers to develop an identity that meets the requirements of themodern world. In accordance with this need, this study aims to explore pre-service English teachers’early teacher identities in relation to Emerging ICT Technologies Training. Guided by the explanatorysequential design, this mixed-method study employed Early Teacher Identity Measure (Friesen &Besley, 2013) to explore participants’ development of teacher identity by relying on Erikson’s (1993)theory of identity development and self-categorization theory of Turner et al. (1994) and reflectionpapers (Schön, 1983). Findings revealed participants’ high self-efficacy in becoming teachers and selfcategorizationas teachers with high natural inclination. Moreover, participants reported developing avariety of identities, namely, productive teacher identity, technologically-competent teacher identity,social teacher identity, and modern-teacher identity upon receiving the Emerging ICT Technologiescourse.

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