An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?

Abstract

An explicit focus on identity work is a valuable catalyst for professional learning and growth in initial teacher education. Our qualitative study reports on the implementation of an identity-oriented practicum course in a university-based English language teacher education program in Turkey. In this study, we explore how a focal EFL teacher candidate frames and articulates his teacher-learning with an identity lens through the practicum activities. Our data include Flip (formerly Flipgrid) videos, practicum artifacts (e.g., activity products), lesson plans and, and interview excerpts. Using Activity Theory as an analytical lens, our initial findings indicate that the identity-oriented activities supported the teacher candidate to negotiate a professional voice that activated a reflexive process of enacting aspired identities.