Research Symposium

BIO

Sofia is a second-year student double majoring in International Affairs and Political Science at Florida State University. With a keen interest in international politics and United States foreign policy, Sofia is excited to be working with the Learning Systems Institute through FSU’s UROP program to research the education system in Rwanda and its recent developments. Beyond her academic pursuits, Sofia is currently involved in the FSU Legislative Internship Program, where she serves as a legislative intern for the Florida Senate. Additionally, she holds the position of Community Service Chair for the College of Social Sciences and Public Policy's Student Leadership Council. Sofia is looking forward to applying to law school in the fall, with plans to specialize in international law.

Professional Identity Among Pre-Service Teachers in Rwanda

Abstract

This study follows the 2023 Primary Teaching Residency Program (PTRP), a pilot program extending the standard three years of pre-service teacher training by one year, with the goal of improving Rwanda’s primary education system. The first term included seminars focused on evidence-based pedagogy in the key subject areas of literacy, math and science, while the last two terms consisted of mainly hands-on Teaching Practice at primary schools. Pre-service teacher training is well-researched in high income countries, but it remains highly overlooked in low and middle-income countries. The PTRP provided an opportunity to improve the quality of teacher preparation in Rwanda while expanding research on pre-service teacher education. Data was collected from the 100 pre-service teachers in the program in the form of reflective journal entries and weekly open-ended questionnaires. For the purpose of this study, a sample of 30 pre-service teachers in the program was purposively selected to include the most information-rich cases. By coding and analyzing the data, we aim to uncover the most important elements of Teaching Practice that facilitate development in self-identity and emphasize the role of professional identity in educators’ success in a global context. Education research related to teacher professional identity is scarce in Sub-Saharan Africa. This study contributes to creating a more contextually representative understanding of teacher professional identity. Deducing the values, beliefs, and attitudes expressed by the PSTs and what they reveal about professional identity is crucial for improving pre-service training and building an educated and committed workforce in countries undergoing education development.

Keywords: international education, Rwanda, pre-service teachers, professional identity, teaching practice