Transformative Experiences of EFL Lecturers' Professional Identity in Online Education

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dc.contributor.authorCelebi, Ezgi
dc.contributor.authorEraldemir-Tuyan, Seden
dc.date.accessioned2025-03-07T20:00:25Z
dc.date.available2025-03-07T20:00:25Z
dc.date.issued2022
dc.departmentÇağ Üniversitesi
dc.description.abstractEnglish teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development. © 2022 The Author(s).
dc.identifier.doi10.12973/eu-jer.11.2.795
dc.identifier.endpage804
dc.identifier.issn2165-8714
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85125261481
dc.identifier.scopusqualityQ2
dc.identifier.startpage795
dc.identifier.urihttps://doi.org/10.12973/eu-jer.11.2.795
dc.identifier.urihttps://hdl.handle.net/20.500.12507/2567
dc.identifier.volume11
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEurasian Society of Educational Research
dc.relation.ispartofEuropean Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241226
dc.subjectCOVID-19 pandemic
dc.subjectInformation and communication technology
dc.subjectOnline teaching
dc.subjectTeacher professional identity
dc.titleTransformative Experiences of EFL Lecturers' Professional Identity in Online Education
dc.typeArticle

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