SDCA Journal of Education

Abstract

This research investigates how student teachers developed their identities in a practice teaching program in School of Arts, Science and Education of St Dominic College of Asia. Gathering data from interview and questionnaire, the study explores the cognitive, emotional and social development of their identity as professional teachers. The findings of the study suggest that the practice teaching students develop and modify their identities through engaging in cognitive learning, participation in school socializing activities and experiencing various emotions during their teaching practicum. Two science major student-teachers from the college were interviewed individually. The following themes were identified: Cognitive: a) integrating theory and practice, b) findings one’s teaching style and c) balancing multiple roles and tasks; Emotional: a) sense of responsibility, b) anxiety on performance evaluation, and c) anxiety on maintaining discipline; and Social: a) feeling of positive experience, b) experience of interpersonal relationship, c) awareness of the cultural and contextual make up of learners. The paper concludes with some implications for practice teacher education program.

Keywords: teacher identity, student teacher, cognitive development, emotional development, social development.