The impact of hidden curriculum on teacher identity in the pre-service teacher education

This study aims to reveal the effect of the hidden curriculum on the teacher identity of teacher candidates in the pre-service teacher education programs. The participants of the research, in which the qualitative research method was used, are the instructors and students in elementary education undergraduate programs and administrative staff in the education faculties of four universities. The data of the study were collected through composition forms and semi-structured interviews, and they were analyzed by content analysis method. According to the result obtained within the scope of the first question of the research, it has been found that the hidden curriculum cannot be defined precisely, but its scope and features can be explained. The reason for this is that the hidden program is not written, has features that vary according to the institution, person or time, and is confidential. Factors affecting the hidden curriculum are students, teaching staff, curriculum and instructional programs, social, academic, sports and artistic activities, university/faculty, society and teacher education policy in the country. Teacher candidates have various acquisitions as a result of the interaction with these elements in the environment of universities, faculties and practice schools. It has been determined that learning outcomes are at the center of the objectives of the hidden curriculum and that these outcomes are related to the cognitive domain, affective domain and skills. According to the result obtained within the scope of the second question of the research, it can be concluded that the hidden curriculum in teacher training programs has a great effect on the teacher identity of teacher candidates. Instructors, faculties of education, curriculum and instructional programs, Teaching Practice course, teacher candidates, extracurricular activities and society are the elements of the hidden curriculum that can positively or negatively affect the teacher identity of teacher candidates.