Identity Reconstruction: The PhD Experience of Turkish EFL Teachers

Cansel Kıvrak; Esim Gürsoy

doi:10.18172/jes.6282

Authors

Cansel Kıvrak Bursa Uludağ Üni̇versi̇tesi̇ https://orcid.org/0000-0002-7141-3975
Esim Gürsoy Bursa Uludağ Üni̇versi̇tesi̇ https://orcid.org/0000-0003-3715-4583

DOI:

https://doi.org/10.18172/jes.6282

Keywords:

Classroom practice, doctoral education, researcher identity, teacher agency, teacher identity

Abstract

This autoethnographic qualitative case study examines the impact of PhD programs on the identity of Turkish EFL teachers. Involving six EFL instructors, including the researcher, the study analyses diaries and interviews to explore how doctoral studies influence their professional and personal identities. The findings reveal that the PhD journey enhances their roles as collaborative teachers, critical thinkers, and pedagogical experts in English Language Teaching. Doctoral studies foster self-reflective teaching skills and a deep sense of accomplishment. As teacher-researchers juggling dual roles, they enhance their problem-solving abilities and develop greater empathy towards students. This research has implications for EFL instructors considering PhDs, PhD programs, and the broader research community.

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