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    ‘I am not a good teacher’: Unpacking an early-career teacher’s emotions and professional identity development during disorienting times
    (Taylor and Francis, 2024) Yildirim, A. Beyza Sahin; Sahinkarakas, Sehnaz; Tokoz, Fatma
    The global pandemic profoundly affected education worldwide and took emotional tolls on learners and teachers. A better understanding of early-career language teachers’ feelings and their perceived need for support during this confusing time requires additional analysis. Therefore, this study investigates how an early-career language teacher responded to the pandemic during her first year of teaching through her emotions, professional identity development, and behavioural patterns. The study employs a mixed-method approach—a case study, through the lens of the complex dynamic systems theory, and the idiodynamic method to permit a comprehensive understanding of the relevant phenomena. Findings suggest that emphasizing emotion in language teaching and encouraging professional identity development could help early-career teachers respond to pandemic-related challenges. These results have implications for policymakers and teachers and contribute to research regarding the effects of pandemics on teacher education. © 2024 selection and editorial matter, Myint Swe Khine and Abdulghani Muthanna.
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    Pre-service teachers’ emotions, challenges, and professional identity development during the practicum: A case study in Turkey
    (Taylor and Francis, 2024) Tokoz, Fatma; Demiroğları, Gürcan
    The process of becoming a teacher is perceived as a very complicated one, encompassing diverse emotions, conflicts, and dissonant interactions; such complexities may have an impact on student teachers’ enthusiasm to teach. Using the grounded-theory approach, this study explores how two pre-service teachers construct professional identities based on their emotional trajectories, challenges, and sense of becoming language teachers during their practicum. Data were collected through personal narratives, semi-structured interviews, and teaching diary entries. The findings show that pre-service teachers experience a range of emotions and conflicts when developing their professional identities, including enthusiasm, passion, shock, and a sense of inferiority, all of which can be shaped both internally and externally by factors such as self-image, teaching context, authority, and relationships. This research contributes to the revision and development of pre-service language teacher education and practice in EFL contexts such as Turkey. © 2024 selection and editorial matter, Myint Swe Khine and Abdulghani Muthanna.