A Narrative inquiry into early career English language teacher identities

Download

12626287.pdf

Date

2021-3-19

Author

Taşdemir, Hanife

Metadata

Show full item record

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

Item Usage Stats

618
views

1306
downloads

This narrative inquiry aims to investigate the professional identities of early career English language teachers in the Turkish state school context. It explores the ways language teacher identities are constructed through personal histories and professional experiences in learning communities. The early career English language teachers’ views regarding teaching, teachers, students, and the language and the affective dimension of their job are examined. The study additionally looks into the influences of the social, institutional, and political environments on maintaining and (re)negotiation of the language teacher identities. In order to achieve these aims, semi-structured individual interviews with 11 teachers in the candidature process were conducted. The data were analyzed adopting a multiphase content analysis method. The findings revealed that there were several identity stabilizers for the early career English language teachers such as the fascination with subject and the job, caring for students and the relationships with them and the former teachers. It was seen that personal histories informed language teacher identities and learning how to teach was mainly built around either practice or the observations of it. Teacher agency was enacted on varying levels to attain alignment between imagined and actual identities in the emotionally complex process of identity (re)negotiation including vulnerability along with high levels of satisfaction. Although collegial and administrative support were acknowledged, rare opportunities of legitimate participation and job socialization were reported. The macro and meso level contextual concerns permeated ideals at all levels. This study offers implications for a sustainable identity-oriented and needs-based induction program.

Subject Keywords

Language Teacher Identity, Early Career Teachers, Teacher Induction, English Language Teacher Education

URI

https://hdl.handle.net/11511/89571

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

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...
A Qualitative case study of english language teachers’ views towards teacher research as a professional development tool Karakaya, Nuriye; Savaş, Perihan; Department of English Language Teaching (2015) This study investigated the current situation in relation to teacher research as a professional development tool among practicing English teachers in Turkey in their respective educational contexts. The perceptions of in-service ELT teachers on teacher research as a professional development tool and its sustainment among practitioners were studied in a qualitative case study design. Eighteen in- service EFL teachers from primary school, high school and university settings were recruited in the study. Initia...
Professional development and competence profiles of English language teacher educators in Turkey Ataş, Ufuk; Daloğlu, Ayşegül; Department of English Language Teaching (2018) This study aims to investigate the definition, competence, and professional development profiles of English language teacher educators in Turkey. With this general aim, this study looks into three components; definitions, competences, and professional development of teacher educators. It specifically focuses on how the profession of teacher educator is defined, what professional characteristics and personality traits teacher educators need to have, and what roles and responsibilities university-based teache...
A Study on pre-service efl teachers’ admission into teaching programs and EFL teachers’recruitment in Turkish context Erdoğan, Pelin; Savaş, Perihan; Department of Foreign Language Education (2019) The aim of this explanatory case study is to examine the admission of pre-service EFL teachers into English language teaching programs and EFL teachers’ recruitment to schools of Ministry of National Education (MoNE) and universities in Turkey from the perspective of students, teacher educators, and EFL teachers. The participants of the study consisted of graduate and undergraduate students who continued their education at the foreign language education department at a state university in the academic year ...
An Analysis of english language testing and evaluation course in english language teacher education programs in Turkey: developing language assessment literacy of pre-service efl teachers Şahin, Sevgi; Hatipoğlu, Çiler; Department of Foreign Language Education (2019) This thesis aims to draw a detailed portrait of the status quo of English Language Testing and Evaluation Course (ELTEC) in the English Language (EL) Teacher Education Programs in Turkey focusing on the construct of language assessment literacy (LAL) for prospective EFL teachers. To this end, it examines how ELTEC instructors plan, teach, and assess in the ELTEC, the problems encountered; suggestions and solutions to these problems for effective LAL development as well as pre-service EFL teachers' evaluatio...

Citation Formats

H. Taşdemir, “A Narrative inquiry into early career English language teacher identities,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.