A Cross-Case Study of Exploring Teacher Identity Development Through Bourdieu’s Institutional Habitus as a Key Theoretical Frame (Poster 6)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Bourdieu and Teacher Identity

Abstract

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.

Authors

• Anil Kandemir, Agri Ibrahim Cecen University

• Hanife Akar, Middle East Technical University