Özmen K. S., Baz E. H.
TESOL QUARTERLY, cilt.60, sa.4, ss.1-27, 2026 (SSCI, Scopus)
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Yayın Türü:
Makale / Tam Makale
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Cilt numarası:
60
Sayı:
4
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Basım Tarihi:
2026
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Doi Numarası:
10.1002/tesq.70230
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Dergi Adı:
TESOL QUARTERLY
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Derginin Tarandığı İndeksler:
Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Sociology Source Ultimate (EBSCO), Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), IBZ Online, Periodicals Index Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, MLA - Modern Language Association Database, DIALNET, MLA International Bibliography
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Sayfa Sayıları:
ss.1-27
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Açık Arşiv Koleksiyonu:
AVESİS Açık Erişim Koleksiyonu
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Gazi Üniversitesi Adresli:
Evet
Özet
Abstract
Teacher idealism, the ethical, aspirational, and future‐oriented dimension of professional identity, remains under‐theorized in second language teacher education (SLTE) despite its central role in sustaining pedagogical agency and professional resilience. Drawing on the Concentric Model of Teacher Idealism (Özmen & Harmandaoğlu Baz, 2026), this narrative inquiry examines how three in‐service English language teachers in Türkiye narrate, sustain, and enact teacher idealism amid intensifying systemic demands. Through reflective written testimonials and semi‐structured interviews, the study offers a narrative elaboration of the model's six identity layers: Ethos, Ideal‐Self Schema, Enacted Identity, Professional Cognition, Disciplinary Knowledge, and Axiomatic Frame, as they are shaped by institutional, sociocultural, and macro‐temporal forces. Findings reveal that teacher idealism functions as an enduring, ethically grounded stance rather than a naïve or early‐career disposition, enabling moral agency, pedagogical integrity, and professional resilience under conditions of policy pressure, performativity and cultural erosion. The analysis identified three contextual fields, institutional, sociocultural, and macro‐temporal/global, illustrating that idealism is not an internal trait but a contextually mediated and discursively negotiated dimension of professional identity. Implications are drawn for SLTE programs, advocating for narrative reflection, ethical inquiry, and contextually responsive pedagogical environments that nurture teacher idealism as a critical professional resource.