“I’ll do it in my own class”: novice language teacher identity construction in Turkey

References

• Barkhuizen, G. (2017). Language teacher identity research. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 1–11). NY, USA: Routledge.
   Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764.
   Web of Science ®Google Scholar
• Chong, S., Low, E.L., & Goh, K.C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50–64.
   Google Scholar
• Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. CA, USA: Sage Publications.
   Google Scholar
• Duff, P.A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451–486.
   Web of Science ®Google Scholar
• Farrell, T.S.C. (2003). Learning to teach English language during the first year: Personal issues and challenges. Teaching and Teacher Education, 19(1), 95–111.
   Web of Science ®Google Scholar
• Flores, M., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.
   Web of Science ®Google Scholar
• Flores, M.A. (2001). Person and context in becoming a new teacher. Journal of Education for Teaching, 27(2), 135–148.
   Google Scholar
• Hamiloglu, K. (2013). Turkish student teachers’ reflections on their professional identity construction and reconstruction process during the practicum ( Unpublished doctoral dissertation). University of Leicester.
   Google Scholar
• Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241–249.
   Google Scholar
• Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252.
   Web of Science ®Google Scholar
• Kayi-Aydar, H. (2015). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137–160.
   Google Scholar
• Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. CA, USA: Sage Publications.
   Google Scholar
• Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589–597.
   Web of Science ®Google Scholar
• Manuel, J. (2003). ‘Such are the ambitions of youth’: Exploring issues of retention and attrition of early career teachers in New South Wales. Asia-Pacific Journal of Teacher Education, 31(2), 139–151.
   Google Scholar
• Mitchell, J. (1984). Typicality and the case study. In R. Ellen (Ed.), Ethnographic research: A guide to general conduct (pp. 237–241). London, UK: Academic Press.
   Google Scholar
• Nguyen, H.T.M. (2017). Models of mentoring in language teacher education. Switzerland: Springer.
   Google Scholar
• Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. London, UK: Longman.
   Google Scholar
• Norton, B. (2010). Language and identity. In N. Hornberger & S. McKay (Eds.), Sociolinguistics and language education (pp. 349–369). Bristol, UK: Multilingual Matters.
   Google Scholar
• Norton, B., & Morgan, B. (2013). Poststructuralism. In C. Chapel (Ed.), The encyclopaedia of applied linguistics (pp. 4495–4501). Oxford, UK: Wiley-Blackwell.
   Google Scholar
• Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131–151.
   Web of Science ®Google Scholar
• Patton, M.Q. (2001). Qualitative evaluation and research methods. CA, USA: Sage Publications.
   Google Scholar
• Rust, F. (1994). The first year of teaching: It’s not what they expected. Teaching and Teacher Education, 10(2), 205–217.
   Web of Science ®Google Scholar
• Sudzina, M., Giebelhaus, C., & Coolican, M. (1997). Mentor or tormentor: The role of the cooperating teacher in student teacher success or failure. Action in Teacher Education, 17(4), 23–35.
   Google Scholar
• Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics, 30, 128–148.
   Web of Science ®Google Scholar
• Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355.
   Web of Science ®Google Scholar
• Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134.
   Web of Science ®Google Scholar
• Teng, F. (2019). Understanding teacher autonomy, teacher agency, and teacher identity: Voices from four EFL student teachers. English Teaching & Learning, 43(2), 189–212.
   Web of Science ®Google Scholar
• Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching: International Research and Pedagogy, 2(36), 153–168.
   Web of Science ®Google Scholar
• Trent, J. (2011). ‘Four years on, I’m ready to teach’: Teacher education and the construction of teacher identities. Teachers and Teaching: Theory and Practice, 17(5), 529–543.
   Web of Science ®Google Scholar
• Tsui, A.B.M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680.
   Web of Science ®Google Scholar
• Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity & Education, 4(1), 21–44.
   Google Scholar
• Vélez-Rendón, G. (2006). From student to teacher: A successful transition. Foreign Language Annals, 39(2), 320–333.
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31, 79–86.
   Web of Science ®Google Scholar
• Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21–48.
   Google Scholar
• Yazan, B. (2019). Identities and ideologies in a language teacher candidate’s autoethnography: Making meaning of storied experience. TESOL Journal, 10(4), 1–15.
   Google Scholar
• Yazan, B., & Peercy, M.M. (2018). “Pedagogical speaking, I’m doing the right things”: Three preservice ESOL teachers’ identity formation. Teacher Learning and Professional Development, 3(1), 1–18.
   Google Scholar
• Zembylas, M. (2004). The emotional characteristics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20(2), 185–201.
   Web of Science ®Google Scholar