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      • M.A. in Teaching English as a Foreign Language
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      •   BUIR Home
      • Scholarly Publications
      • Faculty of Education
      • M.A. in Teaching English as a Foreign Language
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      The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes

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      Author
      Mutlu, S.
      Ortaçtepe, D.
      Date
      2016
      Source Title
      Language and Intercultural Communication
      Print ISSN
      1470-8477
      Electronic ISSN
      1747-759X
      Publisher
      Routledge
      Volume
      16
      Issue
      4
      Pages
      552 - 569
      Language
      English
      Type
      Article
      Item Usage Stats
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      102
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      Abstract
      The present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image, self-efficacy, and beliefs about teaching/learning. The data were collected mainly through three different instruments: a personal data questionnaire, ongoing controlled journals along with follow-up questions, and interviews. All the qualitative data were first analyzed according to Boyatzis’ [(1998). Transforming qualitative information: Thematic analysis and code development. Sage) thematic analysis, and then the emerging themes were related to three sensitizing concepts, which were (a) self-image, (b) self-efficacy, and (c) beliefs about teaching and learning. The findings revealed that (a) the participating teachers in this study had high(er) self-efficacy but low(er) self-image when teaching English compared to Turkish because of their idealization of native speaker norms; (b) their multiple identities were interacting with each other, and shifting from being a native to a nonnative, and a language teacher to a language user; and (c) their beliefs about teaching and learning coming from their core identity as an English language teacher worked as a catalyst in this process.
      Keywords
      Beliefs about teaching and learning
      Self-efficacy
      Self-image
      Teacher identity
      Permalink
      http://hdl.handle.net/11693/36599
      Published Version (Please cite this version)
      http://dx.doi.org/10.1080/14708477.2016.1194852
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