Discursive Construction of Teacher Identity: A Critical Analysis of the National Education Academy in Türkiye

Abstract

This study critically explores how teacher identity is discursively constructed in the policy framework of Türkiye’s newly established National Education Academy. To this end, the new Teaching Profession Law, the Regulation on the Presidency of the National Education Academy, and the National Education Academy Website have been analysed, employing the tools of Fairclough’s (2013) and van Dijk’s (1980) critical discourse analysis approaches. Findings reveal that teacher identity is shaped by a dual discourse. While a moral-cultural discourse portrays teachers as carriers of national values, cultural heritage, and moral responsibility, a managerial narrative emphasizes compliance, credentialism, and performance monitoring. This hybrid framing aligns with broader conservative-nationalist and neoliberal ideologies, presenting teachers as both cultural transmitters and state-managed professionals.

Keywords

• Teacher identity
• critical
• discourse analysis
• teacher education
• education policy
• National Education Academy

Ethical Statement

The present study is a document-based study relying exclusively on publicly accessible policy texts. As it does not involve human participants, personal data, or experimental procedures, obtaining ethics committee approval was not required.

Öğretmen Kimliğinin Söylemsel İnşası: Türkiye’de Milli Eğitim Akademisinin Eleştirel Bir Analizi

Abstract

Bu çalışma, öğretmen kimliğinin Türkiye’de yeni kurulan Milli Eğitim Akademisi’nin politika çerçevesinde söylemsel olarak nasıl inşa edildiğini eleştirel bir biçimde incelemektedir. Bu doğrultuda, yeni Öğretmenlik Mesleği Kanunu, Milli Eğitim Akademisi Başkanlığı Yönetmeliği ve Milli Eğitim Akademisi Web Sitesi, Fairclough (2013) ve van Dijk’in (1980) eleştirel söylem analizi yaklaşımlarının araçları kullanılarak analiz edilmiştir. Bulgular, Milli Eğitim Akademisi politikalarının öğretmen kimliğini ikili bir söylem tarafından şekillendirdiğini ortaya koymaktadır. Ahlaki-kültürel söylem öğretmenleri ulusal değerlerin, kültürel mirasın ve ahlaki sorumlulukların taşıyıcıları olarak sunarken, yönetsel söylem uyum, yeterlilik belgeleri ve performans izlemeye vurgu yapmaktadır. Bu hibrit çerçeve, daha geniş muhafazakâr-milliyetçi ve neoliberal ideolojilerle örtüşmekte olup, öğretmenleri hem kültürel aktarıcılar hem de devlet tarafından yönetilen profesyoneller olarak sunmaktadır.

Keywords

• Öğretmen kimliği
• eleştirel söylem çözümlemesi
• öğretmen eğitimi
• eğitim politikası
• Milli Eğitim Akademisi

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