The Transformative-Traditional Identity among Future Teachers
DOI:
https://doi.org/10.18690/6549Keywords:
pedagogical values, teacher professional identity, transformative-traditional teacher model, teacher education, reflective teaching practice.Abstract
The study examines how teacher education students and university instructors understand, value, and apply pedagogical principles in higher education, and how these shape future teachers’ professional identity. Findings indicate a strong appreciation of contemporary pedagogical values alongside recognition of traditional values as a foundation for ethical and professional practice. Based on the findings, a transformative-traditional teacher model was developed, defining professional identity through four dimensions: value-ethical grounding, reflective pedagogical practice, critical engagement with educational innovations, and contextually meaningful application of pedagogical tradition. The study highlights the importance of balancing tradition and contemporary pedagogical values in teacher education.
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Copyright (c) 2026 Džejla Idrizović, Meliha Karić, Emina Dedić Bukvić
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