The present study aimed to explore the professional identity development of English teachers through the lens of the Possible Selves Theory, focusing on the experiences of three distinct groups of educators. An explanatory sequential mixed-method research design was employed using 194 student, novice and experienced English teachers working or studying at various state schools in Turkey. The findings suggested that teacher groups held similar perceptions of their ideals and fears and there was not a significant difference among student, novice and experienced English teacher groups in terms of their possible selves. Additionally, the results revealed that the participants placed a significant emphasis on factors such as professional development, language proficiency, professional competence, personal attributes and recognition in relation to their ideal language teacher selves. The major fears related to their professional identity included language incompetence, inadequate professional development, undesirable personal attributes, undesired professional tendencies and a lack of recognition. The participants also noted various external and internal factors that influenced their possible selves. Based on the findings, a data-driven model on English as a Foreign Language (EFL) Teacher Professional Identity Development (TPID) is proposed to contribute to the existing literature in the field.
Language teacher identity is one of the most underresearched topics that has risen in importance to understand language teachers, especially in recent years with the increase in sociocultural frameworks. To that end, the present chapter aimed to explore pre-service EFL teachers' professional identity via metaphors. Participants were 20 fourth-year pre-service EFL teachers studying at a state university in Turkey. Data were collected through an open-ended questionnaire including fill-in-the-blank statements and analyzed qualitatively with constant comparative method. The findings suggested that most of the EFL teacher candidates viewed themselves as learners. In addition, there were also participants who considered pre-service EFL teachers as scaffolder, director, nurturer, knowledge provider, entertainer, and cooperative leader. In the light of results, it is expected that teacher educators and curriculum developers can gain insights into EFL teacher candidates' inner thoughts, feelings, and beliefs that reflect their professional teaching identity.
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