Becoming Through Practicum: Ethical Self-Formation fromCompetencies to Selves in English Language Teaching
JOURNAL OF LANGUAGE,IDENTITY, AND EDUCATION, cilt.25, sa.6, ss.1-17, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 25 Sayı: 6
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/15348458.2026.2726507
- Dergi Adı: JOURNAL OF LANGUAGE,IDENTITY, AND EDUCATION
- Derginin Tarandığı İndeksler: EBSCO Communication Source, Social Science Premium Collection (ProQuest), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Sociology Source Ultimate (EBSCO), Agricultural & Environmental Science Database, Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Communication Abstracts, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography
- Sayfa Sayıları: ss.1-17
- Gazi Üniversitesi Adresli: Evet
Özet
The teaching practicum represents a critical juncture in second language teacher education (SLTE), where student teachers (STs) negotiate tensions among institutional expectations, mentoring, personal values, and professional aspirations. This qualitative narrative inquiry examined how two final-year ELT STs constructed professional identities across four dimensions of ethical self-formation: substance, authority sources, self-practices, and telos. Data comprised four extended interviews and 16 reflective journal entries from each participant across an academic year. The narratives revealed contrasting identity trajectories shaped by exam-driven curricula, mentoring practices, and institutional hierarchies. One participant sustained creativity and pedagogical integrity through reflection, experimentation, and micro-resistance, while the other responded to institutional inconsistency by intensifying disciplined self-reflection and redirecting her professional aspirations towards private education. In both cases, identity formation was relational, contested, and emotionally charged, as personal ideals were repeatedly recalibrated in response to structural constraints. The study extends Clarke’s ethical self-formation framework to ELT practicum contexts and highlights the need for practicum structures and mentoring systems that support reflective, resilient, and ethically grounded professional becoming.