Language Teacher Identity as a Tool to Make Sense of Teaching Experience

Authors : Adnan Demir

Pages : 167-184

Doi:10.56671/hafizadergisi.1743245

View : 32 | Download : 183

Publication Date : 2025-12-30

Article Type : Research Paper

Abstract :Identity as a sociocultural construct plays a significant role in L2 learning and teaching, and is also a significant instrument to critical pedagogy and its primary goal of learner empowerment and social transformation. Teachers, along with learners, are agents of transformation and therefore the process of teacher identity formation and its impact on teaching practices are worth investigating. The existing literature seems to be mostly composed of studies on learner identity. This review article aims to contribute to the scarce literature on language teacher identity through discussion of how language teachers come to shape their identities as they engage in language teaching. The paper provides an overview of how different approaches define and explain identity by referring to the work of Bakhtin, Bourdieu, Vygotsky and Norton, looks at the factors influential in forming teacher identity, and lastly delves into language teacher identity. The review of sociocultural and poststructuralist approaches suggest identity is multiple, changing and in a state of flux rather than unitary, fixed and internally coherent. Identity in general and teacher identity in particular develops dynamically over time through continual relationship with others and interaction with context. Teacher identity helps with the organization of the teacher’s personal and professional life, and contributes to teachers making sense of their teaching experiences. Teachers negotiate meaning and create and tell stories of their lived experiences with others in a relational manner through identity formation process. It helps teachers’ emotional well-being and effectiveness in classroom if they are in control of defining their professional identities. This paper attempts to gain an insight into language teacher identity as a concept that significantly influences the language teacher’s pedagogic practice and is influenced by it, better understand the language teacher, and contribute to the improvement of language teaching practice.
Keywords : Kimlik, Dil Öğretmeni Kimliği, Yatırım, Sosyo-kültürel Yaklaşım, Postyapısalcı Yaklaşım

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