LANDSCAPING PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT: A BOURDIEUAN PERSPECTIVE

Date

2023-9-21

Author

Kandemir, Anil

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The present study aimed to portray the identity development process of ELT pre- service teachers in 3 cases. With this purpose in mind, this research was situated within the borders of a multiple cross-case study design. The cases (n=3) were selected in terms of various variables. The unit of analysis was 3 ELT programs in 3 different state universities. The study also aimed to explore the pre-service teachers and teacher educators’ perspectives on the development of the teacher identity in their institutions and its relation to institutional habitus from a Bordieuan perspective, particularly utilizing habitus, doxa, field, and capitals from Bourdieu’s toolkits. Pre-service teachers (n=30) and teacher educators both from English Language Teaching (ELT (n=15) and Educational Sciences (n=9) constituted the study participants. I collected interview data from the participants via self-designed semi-structured interview forms for individual interviews and focus groups. Teacher education policy documents, the vision and mission statement of the department, the teacher education curriculum of the Council of Higher Education, field notes, and visual materials were all considered as part of the documents of the study. I analyzed thick data through inductive thematic analysis, and raw explanatory good quotes and visual data were used to provide complementary evidence for the research report. As a result of the data analysis, the main themes (n=3) emerged as *ELT as a field, *Teacher educators as agents, and *Pre-service teachers as agents, respectively. As a main conclusion, this study claims that a one-size central policy does not generate similar outputs in teacher education and ELT pre-service teacher identity development.

Subject Keywords

teacher identity, institutional habitus, pre-service teacher education, English language teacher education, Bourdieu

URI

https://hdl.handle.net/11511/105308

Collections

Graduate School of Social Sciences, Thesis