(Re)construction of teacher identities in a soft-CLIL context

This study investigates 4 secondary school Turkish EFL teachers' perceptions of their experiences in a new Soft-Content and Language Integrated Learning (CLIL) context and explores whether these experiences led to the (re)construction of their identities. The data was collected through a focus group interview, netnography, and stimulated recalls and analyzed on the basis of inductive content analysis. According to the findings, role conflicts caused by lack of pedagogical knowledge on how to integrate content and language impeded a construction of an encompassing CLIL teacher identity. Therefore, ultimately, identity (re)construction was based on either content or language teacher identities. Adopting an interpretive paradigm, our study highlights the importance of investigating new CLIL teachers' perceptions of their experiences in understanding their identity (re)constructions. It could thus offer implications for similar contexts, particularly by showing the importance of gathering teachers' perceptions of experiences for CLIL teacher development. Bu calisma, 4 Turk asilli ortaokul Ingilizce ogretmeninin Icerik Temelli Yabanci Dil ogretiminin (CLIL) Seyrek Modeli'nin uygulandigi yeni bir baglamda edindikleri deneyimlerine yonelik goruslerini arastirmakta ve bu deneyimlerin (yeniden) kimlik olusmasina neden olup olmadigini incelemektedir. Veriler bir odak grubu toplantisi, netnografi, ve gudulenmis hatirlama yontemleri ile toplanmis ve tumevarim icerik analizi ile cozumlenmistir. Bulgulara gore, icerik ve dilin nasil entegre edilecegine dair pedagojik bilginin olmayisindan kaynaklanan rol catismalari kapsayici bir CLIL ogretmeni kimliginin olusumunu engellemistir. Bu sebeple, (yeniden) kimlik olusum surecleri, nihayetinde ya sadece icerik ya da sadece yabanci dil ogretmeni kimliklerine dayanmistir. Yorumlayici paradigmadan faydalanan calismamiz yeni CLIL ogretmenlerinin sinif deneyimlerine yonelik goruslerini arastirmanin (yeniden) kimlik olusum sureclerini anlamadaki onemini vurgulamaktadir. Bu yuzden, ozellikle CLIL ogretmenlerinin mesleki gelisimi icin ogretmenlerin sinif deneyimlerine yonelik goruslerini toplamanin onemini gostermesi acisindan, calismamiz benzer baglamlar icin oneriler sunmaktadir.