Reconstructing professional identity through collaboration in pluralistic approaches

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dc.authorid0000-0002-9789-3508
dc.contributor.authorColak, Miranda Karjagdi
dc.contributor.authorPlanella, Kenia Puig, I
dc.contributor.authorVrettou, Athina
dc.date.accessioned2026-02-08T15:15:32Z
dc.date.available2026-02-08T15:15:32Z
dc.date.issued2025
dc.departmentBursa Teknik Üniversitesi
dc.description.abstractThis study investigates the reconstruction of professional identity among three experienced language teacher educators through collaboration in pluralistic approaches. Framing identity within a narrative-based understanding and exploring the interactional aspects of collaboration through the Complex Dynamic Systems Theory (CDST) lens, the study moves beyond traditional narrative inquiries in teacher education. Employing an autobiographical narrative approach, the study metaphorically represents professional identity reconstruction as complex dynamic systems. Grounded in autobiographical accounts from a year-long international collaboration on developing teacher competencies for pluralistic approaches, the study identifies emerging themes such as the role of peer collaboration, digital tools, and contextual influences in identity transformation. Findings suggest implications for professional development through collaborative and international networks in language education. The study contributes to understanding language educator identity as a dynamic, ongoing interpretive process in collaborative settings, offering insights for teacher education.
dc.identifier.doi10.1080/02619768.2025.2454638
dc.identifier.issn0261-9768
dc.identifier.issn1469-5928
dc.identifier.scopus2-s2.0-85215287229
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/02619768.2025.2454638
dc.identifier.urihttps://hdl.handle.net/20.500.12885/5831
dc.identifier.wosWOS:001399104400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEuropean Journal of Teacher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzWOS_KA_20260207
dc.subjectTeacher professional identity
dc.subjectpluralistic approaches
dc.subjectautobiographical narrative approach
dc.subjectComplex Dynamic Systems Theory
dc.titleReconstructing professional identity through collaboration in pluralistic approaches
dc.typeArticle

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