Professional Identity in Formation: Undergraduate Students Perceive and Describe Themselves as Teacher

Abstract

In this study we explore the empirical data of a research on the views of undergraduate students of the Department of Education and Early Childhood Education (TEEAPI) of the University of Patras on how they perceive and describe themselves as educational. In particular, we explored the views of 120 undergraduate students for the way they approached and experienced in their professional self during their teaching-practice at schools in their third year of study. Specifically, we study the parameters and the issues that occupied the undergraduate students, through mostly experiential approach of the teaching profession, which seems to influence and shape their professional sense and perception of themselves as teachers. From the results of this research work showed that the undergraduate students through the multitude of data appear highlighted that perceive themselves as educational and simultaneously approach the multidimensional nature of their educational identity. At the same time, through the acquisition of educational experiences in schools in conjunction with the personal information form their professional identity through which it is able to identify and envision themselves as in-service teachers in schools.