Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program
Abstract
This case study explores how pre-service EFL teachers of an undergraduate dual diploma program describe their professional identities after spending a year in their partner university in the United States and experiencing practice teaching in Turkey. Participants were six pre-service teachers in one of the dual diploma programs in Turkey. As a case study, the data were obtained through in-depth interviews, classroom observations, document reviews and focus group interviews. The results suggest that dual diploma programs make great contributions to prospective teachers’ personal growth in terms of broadening their worldviews, improving their personal skills, enriching their perceptions about cultural differences, providing new perspectives about Turkish and American education systems, providing travelling opportunities, and giving them a chance to meet people from all over the world in a multi-cultural environment. However, as a result of having insufficient feedback, doing very few teaching practices and experiencing the undesired realities of the teaching profession, pre-service teachers are not willing to pursue teaching as a career.
Keywords
References
- The article references can be accessed from the .pdf file.
Details
Primary Language
English
Subjects
Behaviour-Personality Assessment in Psychology
Journal Section
Research Article
Publication Date
June 20, 2020
Submission Date
December 29, 2019
Acceptance Date
July 30, 2020
Published in Issue
Year 2020 Volume: 5 Number: 1
APA
Bekereci Şahin, M., & Şallı Çopur, D. (2020). Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program. Yıldız Eğitim Araştırmaları Dergisi, 5(1), 27-54. https://izlik.org/JA32MT89GU
AMA
1.Bekereci Şahin M, Şallı Çopur D. Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program. YJER. 2020;5(1):27-54. https://izlik.org/JA32MT89GU
Chicago
Bekereci Şahin, Melike, and Deniz Şallı Çopur. 2020. “Pre-Service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program”. Yıldız Eğitim Araştırmaları Dergisi 5 (1): 27-54. https://izlik.org/JA32MT89GU.
EndNote
Bekereci Şahin M, Şallı Çopur D (June 1, 2020) Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program. Yıldız Eğitim Araştırmaları Dergisi 5 1 27–54.
IEEE
[1]M. Bekereci Şahin and D. Şallı Çopur, “Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program”, YJER, vol. 5, no. 1, pp. 27–54, June 2020, [Online]. Available: https://izlik.org/JA32MT89GU
ISNAD
Bekereci Şahin, Melike - Şallı Çopur, Deniz. “Pre-Service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program”. Yıldız Eğitim Araştırmaları Dergisi 5/1 (June 1, 2020): 27-54. https://izlik.org/JA32MT89GU.
JAMA
1.Bekereci Şahin M, Şallı Çopur D. Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program. YJER. 2020;5:27–54.
MLA
Bekereci Şahin, Melike, and Deniz Şallı Çopur. “Pre-Service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program”. Yıldız Eğitim Araştırmaları Dergisi, vol. 5, no. 1, June 2020, pp. 27-54, https://izlik.org/JA32MT89GU.
Vancouver
1.Melike Bekereci Şahin, Deniz Şallı Çopur. Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program. YJER [Internet]. 2020 Jun. 1;5(1):27-54. Available from: https://izlik.org/JA32MT89GU