Professional Identity Trajectories of Rural EFL Teachers and Their Developmental Needs Köy Okullarında Görev Yapan İngilizce Öğretmenlerinin Mesleki Kimlik Yörüngeleri ve Gelişim İhtiyaçları

Date

2022-01-01

Author

Bekereci̇-Şahin, Melike
Savaş, Perihan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

6
views

0
downloads

© 2022 Children Research Center. All Rights Reserved.This paper presents a qualitative multiple case study on the professional identity development of English as a Foreign Language (EFL) teachers working at rural schools. The participants of the study as individual cases were five middle school teachers from four different geographical regions of Turkey. The research foci of the study were: (1) understanding the professional identity development experiences of rural EFL teachers, (2) examining the influence of teaching context on the professional identities of rural EFL teachers, and (3) identifying the needs of rural EFL teachers. The data collection tools were field visits, metaphor elicitation tasks, and semi-structured interviews. The findings of the study revealed the challenges of teaching English in a rural school, the training needs of rural EFL teachers, and the impact of teaching contexts on the practices of rural teachers. The findings of the study can be used to design preparation courses for pre-service EFL teachers and to plan professional development activities for rural EFL teachers.

Subject Keywords

professional development, rural English language teachers, Rural teacher identity, teacher professional identity

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85142930229&origin=inward
https://hdl.handle.net/11511/101488

Journal

Novitas-ROYAL

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Professional identity development of efl teachers working at rural schools in Turkey Şahin, Melike; Savaş, Perihan; Department of English Language Teaching (2021-2-20) This study aimed to investigate the professional identity construction of EFL teachers working at rural school in Turkey. The participants of the study were five EFL teachers working in four different geographical regions of Turkey at middle school level. The main research foci of the study are: (1) understanding the professional identity construction experiences of EFL teachers working at rural schools, (2) examining the influence of teaching context on professional identity construction of rural EFL teach...
An investigation of how language teachers develop their online teacher identity Kaçakoğlu, Cansu; Çakır, Nur; Department of Curriculum and Instruction (2022-1-07) This qualitative case study aimed to investigate how English language teachers develop their online teacher identities during the emergency remote teaching utilizing Yazan’s (2018) theoretical framework as a lens. The primary source of data was collected through two different semi-structured interviews of 10 English language teachers who were working at a private secondary school. Data were triangulated through semi-structured interviews of internal observers and document analysis. All data were audio-recor...
An Investigation into professional identities of english language teacher trainers and their post-teacher training experiences Gümüşok, Fatma; Seferoğlu, Gölge.; Department of English Language Teaching (2020) This qualitative case study aims to investigate the professional identities of English language teacher trainers in Turkish in-service education context. The study mainly describes a group of teacher trainers’ identity development in the lenses of motivation and aspiration, job description, knowledge and expertise, personal approaches, and professional affinity for offering in-service teacher training in the field of ELT. In relation to identity development, another aim of this study is to scrutinize teache...
DEVELOPING A PARTICIPATORY MODEL FOR TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT: A CASE STUDY Güneş savul, Emel; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2022-10) This case study aimed to develop a participatory teacher evaluation model to promote teachers’ professional development. A private primary school was determined as the case, and the study was conducted in the academic year of 2018-2020. Classroom teachers, principals, and experts working in this school constituted the participants. The first part of the research aimed to provide an in-depth analysis of perceptions of participants on current teacher evaluation and professional development practices. In the ...
PROCESSING OF CAUSAL AND CONCESSIVE CONNECTIVES IN CHILDREN Günay, Özge; Özge, Duygu; Department of English Language Teaching (2022-9-02) This thesis aims to investigate how children integrate causal and concessive coherence markers. A visual world eye-tracking study was devised to investigate children’s looks to pictures of objects in different connective conditions. Interpretation of a concessive connector (ama) and a causal connector (bu yüzden) was tested. Sentences were manipulated by both types of connectors, connector type as a within-subject factor. While seeing two images on the screen, participants listened to spoken utterances...

Citation Formats

M. Bekereci̇-Şahin and P. Savaş, “Professional Identity Trajectories of Rural EFL Teachers and Their Developmental Needs Köy Okullarında Görev Yapan İngilizce Öğretmenlerinin Mesleki Kimlik Yörüngeleri ve Gelişim İhtiyaçları,” Novitas-ROYAL, vol. 16, no. 2, pp. 93–112, 2022, Accessed: 00, 2023. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85142930229&origin=inward.