Understanding Teacher Professional Identity: Voices from Pre-Service English Language Teachers

Year 2022, , 702 - 717, 13.10.2022

Hanife Taşdemir , Gölge Seferoğlu

https://doi.org/10.14686/buefad.1112591

Abstract

The present qualitative case study aimed to explore Turkish pre-service English language teachers’ perspectives on the elements of teacher professional identity and their understandings of their own professional identity development during practice teaching. An in-depth analysis of interviews and journal entries showed that it was a continuous process for pre-service teachers to consolidate language-related, personal, and pedagogical elements of their teacher professional identities. The findings revealed that pre-service teachers’ identities are grounded on language proficiency, disciplinary and context-relative skills, and awareness about themselves and students. For pre-service teachers, being an English language teacher meant encompassing language-focused, teacher-focused, and learner-focused skills and characteristics. It was further found that there was a transition from individual to institutional perspectives for pre-service teachers in understanding their professional identity development. Their initial comments on their own teacher identities mostly elaborated on their characteristics and role models whereas their final remarks were on the teacher authority and responsibilities. This study suggests that understanding pre-service teacher identities would guide necessary actions in initial teacher education.

Keywords

teacher professional identity, English language teachers, pre-service teachers

Öğretmen Mesleki Kimliğini Anlamak: İngilizce Öğretmen Adaylarının Görüşleri

Abstract

Bu nitel vaka çalışması, Türk İngilizce öğretmen adaylarının öğretmen mesleki kimliğinin bileşenlerine ilişkin bakış açılarını ve öğretmenlik uygulaması sırasında kendi mesleki kimlik gelişimine ilişkin anlayışlarını araştırmayı amaçlamıştır. Sözlü görüşmelerin ve tutulan güncelerin analizi, öğretmen adaylarının öğretmen mesleki kimliklerinin dille ilgili, kişisel ve pedagojik bileşenleri pekiştirmelerinin sürekli bir süreç olduğunu göstermiştir. Bulgular, öğretmen adaylarının kimliklerinin dil yeterliliğine, mesleki ve bağlamla ilgili becerilere ve kendileri ve öğrencilerle ilgili farkındalıklarına dayandığını ortaya koymuştur. Öğretmen adayları için İngilizce öğretmeni olmak, dil odaklı, öğretmen odaklı ve öğrenci odaklı beceri ve özellikleri kapsamak anlamına gelmektedir. Ayrıca öğretmen adaylarının mesleki kimlik gelişimlerini anlamada bireysel bakış açısından kurumsal bakış açısına geçiş olduğu bulunmuştur. Öğretmen kimlikleri ile ilgili başlangıçtaki yorumlar çoğunlukla kendi özellikleri ve rol modelleri üzerinde dururken, son yorumlar öğretmen yetki ve sorumlulukları üzerine olmuştur. Bu çalışma, hizmet öncesi öğretmen kimliklerinin anlaşılmasının, başlangıç öğretmen eğitiminde gerekli eylemlere rehberlik edeceğini ileri sürmektedir.

Keywords

Öğretmen mesleki kimliği, İngilizce öğretmenleri, öğretmen adayları

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