FOREIGN LANGUAGE TEACHERS' PROFESSIONAL IDENTITY REFLECTIONS RELATED TO TEACHING STUDENTS UNDER TEMPORARY PROTECTION

Date

2023-9-21

Author

Topluk, Tuba

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The rapid increase in refugee populations in recent years has turned the focus on refugee children and their education. In the last decade, Turkey has hosted a large number of refugees and refugee children. Although there are studies on refugee education in Turkey, professional identity reflections among teachers of refugee students have not been investigated. This study aimed to explore in-service English language teachers’ reflections on their professional identities related to teaching Syrian children under temporary protection and their teaching experiences. To this end, a qualitative case study was conducted in five primary school contexts in a city in Turkey. Data was collected with metaphors and semi-structured interviews with twelve participants in a three-month period during the 2022-2023 academic year. The data was examined through a five-phase data analysis process. The findings of the study demonstrated that teachers’ identities were affected by various external and internal factors, such as teachers’ reasons behind their career choices, personal and professional experiences, beliefs about themselves, being a teacher, and their Syrian learners, emotions and ideas, professional development opportunities, contextual factors, and relations with colleagues and students. Teachers’ professional identity and reflections on self were found to impact their strategies to overcome challenges, seek ways to develop themselves as teachers, provide a quality teaching environment, and English language teaching instruction to children under temporary protection. Within this scope, this study is expected to contribute to future research and teacher training programs.

Subject Keywords

Teacher professional identity, refugee education, children under temporary protection, teaching, in-service English language teachers

URI

https://hdl.handle.net/11511/105264

Collections

Graduate School of Social Sciences, Thesis