A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program

Abstract

Extensive studies on teacher identity have been reported; however, little attention has been given to how pre-service teachers shape their professional identity in online teaching practice program. The present study examines EFL preservice teachers' professional identity situated in collaborative lesson planning that encompasses three stages: preplanning, whilst-planning, and post planning. Dialogic reflection was deployed to find out the view and commitment of six pre-service teachers about teaching. The findings of the study revealed that collaborative lesson planning can shape pre-service teachers' professional identity. It also increases their motivation and self-efficacy before they get into the actual teaching in the classroom.