ABSTRACT

This paper reports a longitudinal case study exploring the identity construction of a novice English as a Foreign Language (EFL) teacher in Turkey. The study applies sociocultural and post-structural approaches to teacher education and identity formation. It traces the teacher’s experiences of becoming and being a teacher drawing upon her reflective teaching narratives, her teaching diary, semi-structured interviews, and the researchers’ observation notes. The findings suggest that some features of the induction programmes may negatively affect the novice teachers’ construction of a language teacher identity (LTI). Specifically, the negative effect is due to not allowing trainees to experiment or apply their pedagogical perspective in the classroom, or to participate in the classroom on equal levels with their mentor-teachers. The study presents a model that explicates how the LTIs of novice teachers shift from being an imagined to an imposed identity shaped by various constructs: beliefs about teaching and learning, pre-service education, dynamic relations in communities of practice, and contextual factors. The implications for further research are discussed to address LTI construction in EFL contexts.

摘要

本文报告了一项纵向案例研究，探讨土耳其初级英语作为外语 (EFL) 教师的身份建构。该研究将社会文化和后结构方法应用于教师教育和身份形成。它根据教师的反思性教学叙述、教学日记、半结构化访谈和研究人员的观察记录，追溯教师成为教师和成为教师的经历。研究结果表明，入门课程的某些特征可能会对新手教师构建语言教师身份 (LTI) 产生负面影响。具体而言，负面影响是由于不允许受训者在课堂上进行实验或应用他们的教学观点，或者与他们的导师-教师平等地参与课堂。该研究提出了一个模型，该模型解释了新手教师的 LTI 如何从想象转变为由各种结构塑造的强加身份：关于教学和学习的信念、职前教育、实践社区中的动态关系以及背景因素。讨论了进一步研究的意义，以解决 EFL 背景下的 LTI 构建问题。