Language teacher identity construction in challenging communities of practice: A case study

Abstract

This study reports on a longitudinal case study scrutinising language teacher identity construction or (re)construction of two newly graduated English as a foreign language teachers. Specifically, this study aimed to explore the trajectory of teacher identity (re)construction from pre-service teacher education to in-service teaching in an English as a foreign language context in Turkey. Data from reflective narratives, practice teaching diary and researcher field notes over 1.5 years indicate teachers’ enthusiasm, willingness and desires for being a teacher might fade when they begin teaching in their challenging community of practices. These communities may have adverse effects on the teachers instead of supporting them in their first year of teaching; even the consequences of these effects can be devastating for the teacher. This study contributes to the growing interest in language teacher identity and highlights that beginning teachers need support through constructive mentoring and induction programmes. Moreover, particular attention needs to be paid by governing bodies to support beginning teachers and hear the teachers' voices experiencing some challenges in the community of practice. The study also calls for beginning teachers to reflect on their teaching practices from a critical lens to understand actual teaching settings.