eltrj ELT Research Journal 2146-9814 Uluslararası Eğitim Araştırmacıları Derneği Language Studies (Other) Dil Çalışmaları (Diğer) Conceptualization of ‘teacher identity’: How do teachers at different career phases define it? https://orcid.org/0000-0002-2709-6212 Kahveci Pınar Gazi Üniversitesi Yabancı Diller Yüksekokulu Bacanak Kadriye Dilek GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION 12 23 2024 13 2 205 216 12 17 2024 12 20 2024 Copyright © 2012, ELT Research Journal 2012 ELT Research Journal

Teacher identity (TI) is a concept that can be defined via negotiation (Beijaard, Meijer & Verloop, 2004) and extraction of patterns from everyday teacher experiences (Day, Kington, Stobart & Sammons, 2006). Therefore, this study assumes that pre-service (PST), novice and experience teachers may define teacher identity from different points of view because their everyday experiences and teaching contexts are also different (Kanno & Stuart, 2011; Izadinia, 2015). Adopting the phenomenological approach, semi-structured interviews were used to elicit teachers’ conceptualizations of teacher identity. The findings revealed that PST, novice and experienced teachers defined teacher identity drawing on different factors and positionings, which were mainly driven by their contextual peculiarities.

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