THE ROLE OF PSYCHOLOGICAL FACTORS IN DEVELOPING A BEGINNING TEACHER’S PROFESSIONAL IDENTITY | Journ

The majority of people who enrol in a teacher education programme do not have a pre-existing identification as a teacher [1]. During their pre-service schooling, they begin to form such an identity. This pre-teacher identity [2] serves as the foundation for the development of a professional teacher identity throughout this period. A professional identity is polished and formed based on their views of teachers, their early ideas about teaching, and their implicit theories of teaching and learning [3].

This study looks at some of the challenges that come up when it comes to forming one's professional identity as a teacher. Professional identity, we argue, originates from the self-identification of prospective teachers enrolled in teacher education programmes. The journey is a series of interactions between individual inclinations and the environment. Personal traits that shape an individual's personality, as well as the difficulties and possibilities for growth offered by curriculum, peers, mentors, and other significant persons in a teacher education programme. Participation in school placements serves as an important proving ground for the developing identity.

We review our own and others' studies into psychological type, self-concept, learning style, multiple intelligences, temperament, self-efficacy, engagement, emotional intelligence, and interaction style in this article. We explain how these qualities may affect a teacher's learning and practise, and consequently the formation of a professional identity. We discuss some frequent professional identity conflicts and how metaphors used by new instructors might reveal their comprehension.

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