| Abstract [eng] |
Whilst the most common approaches to understanding how best to prepare teachers are to analyse curricula and the preparedness of graduates, there is a lack of research on teachers' professional identity in Lithuania, even though the professional identity of teachers, which is most intensively formed during the years of study, is a key factor in becoming, being and remaining a teacher. This dissertation aims to reveal the lived experience of becoming a teacher as a process of identity formation and its meaning- making during the years of study, identifying the key factors that condition this process. The theoretical part reveals the origins of the theory of teachers' professional identity and the issues of the concept. As in this thesis, teachers' professional identity is understood as a phenomenon that is constantly changing and is experienced as becoming, and the research aimed to answer the question of how becoming a teacher is experienced, an interpretative phenomenological analysis was chosen as a research methodology. The study revealed shared experiences among students studying pedagogy and highlighted factors influencing the development of professional identity. The results help to better understand the development of the professional identity of those who choose to become teachers. |
