@article{article_1751973, title={The Teacher Identity Construction Journey of a Fulbright Foreign Language Teaching Assistant}, journal={Baskent University Journal of Education}, volume={12}, pages={171–181}, year={2025}, author={Durmaz, Mualla Elif}, keywords={professional teacher identity, professional development, intercultural teaching, narrative inquiry, Foreign Language Teaching Assistant (FLTA)}, abstract={Teacher identity is a dynamic and multifaceted construct, which is shaped by personal experiences, belief systems, and institutional contexts. This study explores the identity formation of a beginner language teacher who worked as a Turkish Fulbright Foreign Language Teaching Assistant (FLTA) in the United States. The research adopted a narrative inquiry method and the data was obtained through observation notes and reflective journals. The paper provides insight into how the novice teacher navigated linguistic, cultural, and institutional challenges in the U.S. context. The research is grounded in Kelchtermans’ (1993) framework, which conceptualizes teacher identity through five dimensions; namely, self-image, self-esteem, task perception, job motivation, and future perspective. The findings highlight the way professional identity evolved in response to lived experiences, revealing processes of emotional adjustment, pedagogical growth, and intercultural negotiation. This study emphasizes the significance of personal experience in promoting reflective practice, resilience, and a deeper understanding of teaching as an inherently personal and intercultural act.}, number={Özel Sayı}, publisher={Baskent University}