A NARRATIVE INQUIRY INTO THE AUTHORIAL IDENTITY CONSTRUCTION OF TURKISH EARLY-CAREER RESEARCHERS

Abstract

This dissertation aims to investigate the authorial identity construction and positioning of Turkish early-career researchers (ECRs) working in public research universities in the field of Education. To better understand how ECRs position themselves in the local and international academic community, what factors play a role in constructing their authorial identity, and what support mechanisms are available to them during their career development, a qualitative research design was employed, and a narrative inquiry approach was adopted. In-depth interviews were conducted with six participants working across the country, and they were asked to share their lived experiences, observations, and perceptions about building an authorial identity in academic writing. The interviews were recorded and transcribed verbatim, and the data were coded and thematically analyzed through a software program. The findings reveal that Turkish ECRs feel challenged to construct a strong identity as a writer, which seems to be shaped by several factors such as the limited language and writing instruction they receive, current promotion criteria and publication procedures, and constraining practices both at macro and micro levels. The findings suggest that, in order for the ECRs to develop as writers and establish their own identity over time, there is a pressing need for more comprehensive writing instruction as well as improved second language education in schools, compulsory academic writing classes at the undergraduate and graduate level of education, continuous support for the faculty members through seminars, workshop, and writing centers, and an established peer support system such as writing groups.