Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of <scp> <i>Dyadic</i> </scp> Identity

Teacher identity construction has long been investigated within the field of English language teaching. However, little is known about how particularities and demands co-teaching content in bilingual education (BE) settings may lead to teacher (re)construction, especially preschool contexts. Therefore, we explored, through narrative inquiry, (re)construction one pair homeroom teachers a Turkey. We gathered data oral narratives, follow-up written accounts, an online interview, which collectively provided insights into their induction BE, collaborative teaching practices, interactions with contextual factors. Findings show that external support (e.g., training, sustained feedback by trainers) alongside teachers' own experiences reflections regarding BE changing beliefs prior practice were among factors led transition role co-teacher. Parallel this transitioning process, relationally mediated positional label dyadic emerged between teachers. discuss process co-teacher emergence identity, elaborating on facilitated development. Implications for research as well program development are discussed.