EXPLORING THE TEACHER IDENTITY DEVELOPMENT OF STUDENT TEACHERS OF ENGLISH IN TÜRKİYE

Abstract

Teacher identity has long been an important area of interest in the field of English language teaching. Although previous studies have examined the professional identity development of both in-service and pre-service teachers, relatively fewer studies have focused on English as a Foreign Language (EFL) student teachers at different stages of teacher education before entering the profession. Therefore, this study aimed to examine the professional identity development of EFL student teachers in Türkiye and to explore the factors that facilitate or challenge this process. The study adopted an explanatory sequential mixed-methods design. Quantitative data were collected from 204 EFL student teachers through the Early Teacher Identity Measure and analyzed using descriptive statistics, exploratory factor analysis, correlation analysis, hierarchical regression, mediation and moderation analyses, independent samples t-tests, and one-way ANOVA. Qualitative data were collected through semi-structured interviews and reflective writing and analyzed through inductive thematic analysis with the support of MAXQDA. The quantitative findings showed that participants had a moderate-to-high level of early teacher identity. Self-categorization, self-efficacy, and natural inclination were strongly related. Time of decision to become a teacher, self-categorization, and teaching experience emerged as central factors, whereas demographic variables such as age and gender had limited explanatory power. The qualitative findings revealed that identity development was shaped by role models, voluntary embrace of teaching, pedagogical confidence, classroom management concerns, emotional meanings, and future-oriented professional ideals. The study concludes that EFL student teachers’ professional identity development is a dynamic, multidimensional, and negotiated process.