Date

2015-6

Author

Durmaz, Mehmet

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The professional identity (development) as well as identity negotiation of English language teachers has in the recent years attracted the attention of many researchers (e.g. Abednia, 2012; Borg 2011; Cohen, 2010; Ghasedi & Zareee, 2014; Gu, 2013 Phipps & Borg, 2009; Thomas & Beauchamp, 2011; Virta, 2015). However, such studies mostly focused on the professional identity development of teachers coming from pre-service English language teaching programs. Considering that there are also alternatively certified English language teachers (ACELTs) in Turkey, who are not graduates of such programs, but of other related departments such as English/American language and literature, translation studies and linguistics, there seems to be an immediate gap in the field as to studies carried out on the professional identity (development) of ACELTs. In an attempt to address this gap in the literature, the present study is concerned with describing and understanding the factors that affect the professional identity development of ACELTs. More specifically, it also aims to investigate the roles assumed by English language teachers with alternative teaching certificates, and to explore in what ways they negotiate their identities and roles. Moreover, the present study intends to explore the relationship between the stated ideas and actual practices of ACELTs as a part of their professional identity development. This study adopts qualitative research methodology. 12 participants took part in the present study. The data were collected via reflection journals, in-class observations, semi-structured interviews and a focus group interview. The study was conducted at School of Foreign Languages of Middle East Technical University, Northern Cyprus Campus. Findings revealed that there are external and internal factors that are influential in the professional identity development of ACELTs. Results also indicated that ACELTs assume a variety of roles which also affect their professional identity (development). In addition, ACELTs were found to adopt four main strategies to negotiate their identities and roles which are adapting, mediating, surrendering and compromising. Finally, the study disclosed divergences between the stated beliefs and observed practices of ACELTs, However, such divergences were regarded as constructive rather than obstructive in terms of their professional identity development

Subject Keywords

Professional Identity Development, Teacher Identity, Identity Negotiation, Alternatively Certified English Language Teachers, Pedagogical Formation, English Language Education

URI

https://hdl.handle.net/11511/69835

Collections

Northern Cyprus Campus, Thesis