A Cross-Case Study of Exploring Teacher Identity Development Through Bourdieu’s Institutional Habitus as a Key Theoretical Frame

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Kandemir A., Akar H.

AERA 2025, Colorado, Amerika Birleşik Devletleri, 24 - 27 Nisan 2025, ss.1-9, (Tam Metin Bildiri)

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Doi Numarası: 10.3102/2187073
  • Basıldığı Şehir: Colorado
  • Basıldığı Ülke: Amerika Birleşik Devletleri
  • Sayfa Sayıları: ss.1-9
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This multiple cross-case study examined the identity development of English Language Teaching (ELT) pre-service teachers in three ELT programs as cases. The study based its theoretical frame on Bourdieu’s theory and thinking toolkits in examining ELT identity development. The participants were pre-service teachers (n = 30) and teacher educators (n = 24) affiliated with three Education Faculties. Data relied on individual and focus group interviews and field visits to understand how the programs operate. Thick data analyzed yielded three major themes: *ELT as a Field, *Teacher Educators as Agents, and *Pre-service Teachers as Agents. The study claimed a one-size policy approach is not effective for teacher education and identity development. Institutional habitus is a crucial factor in this process.