Exploring identity construction in team teaching: The case of Iranian student-teachers

Abstract

The present study examined the professional identity development of five student-teachers in the context of team-teaching. Data were collected from stimulated recall sessions, semi-structured interviews, and reflective reports, which were analyzed through thematic analysis. Findings indicate that the student-teachers’ professional identity was shaped by meaningful cooperation with their mentor and peers. The student-teachers progressed from team-focused to self-focused professional identity, indicating professional development, self-regulation, and substantial gains in their satisfaction. The study provides implications for teacher educators to use team-teaching in their teacher professional development programs.