Influence of Teacher Education Processes on the Professional Identities of Information and Communication Technologies Teacher Candidates

This study has examined the effects of teacher education processes on professional identity of Information and Communication Technology (ICT) teacher candidates. For this reason, this study has been conducted in basic interpretive qualitative approach which is one of the qualitative research methods. Using the purposeful sampling techniques, participants are ICT teacher candidates, from three universities, 13 from Ankara University, 13 from Hacettepe University and 10 from Gazi University, in Ankara. The study group consists of 12 men, 24 women ICT teacher candidates. Data have been collected through a semi-structured interview form developed by the researcher and have been analyzed using inductive content analysis. As a result of the study, it has been showed that more than half of the ICT teacher candidates could not clearly define the area that they graduated, and themselves as ICT teachers. Moreover, ICT teacher candidates who feel inefficient, insecure and reluctant to pursue their profession think that teacher education is not enough to see themselves as a good ICT teacher. The effectiveness of the courses, communication and interaction with lecturers, school experiences and institutional supports have important effects on professional identities of ICT teacher candidates. Base on the results, recommendations to ICT teacher candidates for graduating without perception of inadequacy and negative professional identity have been discussed.