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The Tensions Between EFL Teacher Identities and INSET in the Turkish Context
Tensiones entre las identidades de los profesores de inglés y los programas de desarrollo profesional en Turquía
DOI:
https://doi.org/10.15446/profile.v19n1.55110Keywords:
Activity theory, INSET, teacher identity, the onion model, Turkey (en)el modelo cebolla, identidad docente, programas de desarrollo profesional, teoría de la actividad, Turquía (es)
Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training programs offered by the Ministry of National Education in Turkey based upon the use of the activity theory. In this narrative study, two English as a foreign language teachers reflected on their environment, behaviors, beliefs, competencies, and missions under the heading of teacher identity concept. The results suggest that teachers need a supportive community of practice and a well-tailored mentoring system to be able to reflect on themselves and the context in which they are teaching.
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