Exploring Basic School Teachers’ Cognitive Perspectives on Professional Identity Development: A Qualitative Study in the Ghanaian Educational Context
Abstract
This study examines the cognitive perspectives shaping professional identity development among pre-service teachers in Ghana, addressing the limited integration of cognitive, social, and reflective perspectives in research on teacher identity within under-resourced educational contexts. Using a qualitative design, the study analysed semi-structured interviews with six pre-service teachers from Jasikan College of Education through thematic analysis. The findings identified six interconnected dimensions of professional identity development: reflective practice, social recognition, contextual influences, emotional engagement, personal–professional value alignment, and role clarity. These dimensions illustrate how pre-service teachers interpret their experiences, negotiate sociocultural expectations, and construct professional self-concepts in response to educational challenges. The study’s novelty lies in integrating Social Cognitive Theory, Identity Negotiation Theory, and Reflective Practice Theory to conceptualise professional identity as a dynamic process involving personal agency, social negotiation, and reflective engagement. The findings suggest that teacher education programmes should strengthen reflective learning, contextualised pedagogical preparation, structured mentoring, and support for teachers’ emotional and ethical development. The study concludes that professional identity development requires approaches that address not only pedagogical competencies but also the cognitive and sociocultural processes through which pre-service teachers understand and negotiate their professional roles. Further research across multiple teacher education institutions and over time is recommended to examine how these dimensions evolve during the transition into professional teaching.
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