Pre-Service Teachers' Perceptions of Identity Formation in Ghana


  • Ernest Opoku Institute of Education, School of Educational Development and Outreach, College of Education Studies, University of Cape Coast, Cape Coast, Ghana



Gender, Identity Formation, Perceptions, Pre-Service Teachers


This paper reports on a study that investigated the perception held by pre-service teachers on identity formation.  The study was purely quantitative involving 522 pre-service teachers. Data was obtained through the use of a set of questionnaires. Means, standard deviations, and independent t-tests were used in analysing the data. The results show that many of the respondents highly felt that identity formation is the way they view and understand themselves as teachers. In addition, they felt that identity formation is how they are recognised as a certain kind of persons, connected not to their internal states but to their performances in society. On the other hand, many of the pre-service teachers had different perceptions about identity formation. Thus, they disagreed that identity formation is about how they talk or think about themselves, or how others talk or think about them. The study further found no statistically significant difference between male and female pre-service teachers regarding their perceptions of identity formation. It is recommended that teacher educators must formulate and implement teaching philosophies that will reflect proper identity formation of pre-service teachers. Also, teacher education institutions must liaise with the National Teaching Council to periodically review the curriculum taking into consideration the demands of the 21st century teaching profession.


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How to Cite

Opoku, E. (2023). Pre-Service Teachers’ Perceptions of Identity Formation in Ghana. African Journal of Empirical Research, 4(2), 1082–1090.