Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach

In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete activities TESOL practicum course Turkiye. Using Bakhtinian approach to identity, conceptually maintain that inevitably involves teachers encounter during professional lives. We use a qualitative case study design explore two (Erdem and Murat) experience understand through dialogic engagement an identity-oriented course. collected data from series of promote space for negotiate enact identities. found although attempts deal with varied, both made self community dialogues constructed learning activities. Pushing back at authoritative discourses language teaching prevailing university program school, engaged by constructing internally persuasive which guided practice. Facing contextual demands, Erdem raised doubts about his ideal way he tried out practicum, whereas Murat went beyond past present foregrounding imagined served liberating aspiration.