First time in the classroom: Imagined and negotiated language teacher identities of non-education degree students in voluntary practicum

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dc.authorid0000-0002-8171-8334
dc.authorid0000-0001-7168-8648
dc.authorid0000-0001-8040-5195
dc.contributor.authorAtaş, Ufuk
dc.contributor.authorBalıkçı, Gözde
dc.contributor.authorTaner Yavuz, Gülden
dc.date.accessioned2026-07-03T08:08:04Z
dc.date.available2026-07-03T08:08:04Z
dc.date.issued2025
dc.departmentAÇÜ, Fen Edebiyat Fakültesi, Batı Dilleri ve Edebiyatları Bölümü
dc.description.abstractLanguage teacher identity (LTI) research has primarily focused on pre-service and in-service teachers, with limited attention to how non-education degree students develop teacher identities in alternative certification programmes. This study uses the communities of practice framework and Wenger's dual process of identity formation to explore the imagined and negotiated identities of 14 English Literature students during an 8-week voluntary practicum. Data from interviews and reflective tasks reveal that participation in the community helps students actively shape their teacher identities. Personal biographies, prior teaching experiences, and professional interactions also influence this process. The findings show both alignment and divergence between imagined and negotiated identities, offering insights into LTI development for non-education students and the effectiveness of alternative certification pathways. The results have implications for designing tailored support and training to foster identity development of teacher candidates in such programmes, enhancing their preparation for teaching roles.
dc.identifier.doi2-s2.0-105020452262
dc.identifier.issn01418211
dc.identifier.issue4
dc.identifier.scopus2-s2.0-105020452262
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://hdl.handle.net/11494/6244
dc.identifier.volume60
dc.identifier.wosWOS:001621218000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorAtaş, Ufuk
dc.institutionauthorid0000-0002-8171-8334
dc.language.isoen
dc.publisherJohn Wiley and Sons Inc
dc.relation.ispartofEuropean Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAlternative teacher education
dc.subjectCommunity of practice
dc.subjectIdentity formation
dc.subjectLanguage teacher identity
dc.titleFirst time in the classroom: Imagined and negotiated language teacher identities of non-education degree students in voluntary practicum
dc.typeArticle

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Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
Batı Dilleri ve Edebiyatı Bölümü Yayın Koleksiyonu
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