Pre-service EFL Teachers’ Professional Identity Construction Experiences in a Dual Diploma Program

Bekereci Şahin M., Çopur D.

Yıldız Journal of Educational Research, vol.5, no.1, pp.27-54, 2020 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 5 Issue: 1
  • Publication Date: 2020
  • Doi Number: 10.51280/yjer.2020.002
  • Journal Name: Yıldız Journal of Educational Research
  • Journal Indexes: MLA - Modern Language Association Database, Asos İndeks
  • Page Numbers: pp.27-54
  • Middle East Technical University Affiliated: Yes


This case study explores how pre-service EFL teachers of an undergraduate dual diploma program describe their professional identities after spending a year in their partner university in the United States and experiencing practice teaching in Turkey. Participants were six pre-service teachers in one of the dual diploma programs in Turkey. As a case study, the data were obtained through in-depth interviews, classroom observations, document reviews and focus group interviews. The results suggest that dual diploma programs make great contributions to prospective teachers’ personal growth in terms of broadening their worldviews, improving their personal skills, enriching their perceptions about cultural differences, providing new perspectives about Turkish and American education systems, providing travelling opportunities, and giving them a chance to meet people from all over the world in a multi-cultural environment. However, as a result of having insufficient feedback, doing very few teaching practices and experiencing the undesired realities of the teaching profession, pre-service teachers are not willing to pursue teaching as a career.