In this study, it was aimed to investigate the effect of blog-use as co-regulated learning environment on the pre-service teachers’ professional identity perceptions within the scope of teaching practice course. The study group of the research consisted of 60 fourth-year students attending the Teaching Practice-II course in the Department of Classroom Teaching at a state university. The study group was made up of the 60 pre-service teachers enrolled in “Teaching Practice - II” class at a Mersin University Faculty of Education Classroom Teaching Program. The method used in the study is convergent parallel design, which is one of the mixed research methods. In the quantitative part of the study, a quasi-experimental design with pretest-posttest control group was used, and quantitative data were collected before and after the implementation process. During the experimental process, qualitative data were collected through the reflections and observations made by the pre-service teachers on the blogs, and at the end of the process, through open-ended questions. In each of the lessons held with the experimental and control groups, the students participated in cooperative group studies and reflected on their practices by applying the weekly planned activities. The activities were given to the members of the experimental group digitally via blogs, and to the members of the control group as printed material during the weekly meetings. Experimental group members shared their posts individually and as a group through the blog application. The control group members prepared their individual shares as written reports and presented their group shares in the meetings held in the classroom environment. In this study, the data were collected with Professional Identity Perception Scale for Teachers, Open-ended Questions Form, Observation Form and Blog application. The results of the research showed that the use of blog as a co-regulated learning environment has a positive effect on professional commitment, professional self-efficacy and educational beliefs of teacher candidates. It was seen that the reflections of the teacher candidates on the blogs and the answers they gave to the open-ended questions supported the quantitative data. Similar characteristics were observed regarding the professional identities of the pre-service teachers in the experimental and control groups.

İşbirlikli düzenleme, mesleki kimlik, blog.