Research Information System
AERA 2025, Colorado, United States Of America, 24 - 27 April 2025, pp.1-9, (Full Text)
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.