Teachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, N.J.: L. Erlbaum Associates.
Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81(1), 15–27.
Bakhtin, M.M. (1990). Art and Answerability and Edited by Michael Holquist and Vadim Liapunov. Translated by Vadim Liapunov and Kenneth Brostrom.
Beauchamp, C. & Thomas, L. (2009) Understanding teacher identity: an overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39(2), 175–189.
Beijaard, D., Meijer, P.C., & Verloop, N. (2004) Reconsidering research on teachersí professional identity, Teaching and Teacher Education, 20, 107–128.
Bruner, J. (1996) The narrative construal of reality. Boston: Harvard University Press.
Carter, K. (1993) The place of story in the study of teaching and teacher education, Educational Researcher, 22(1), 5–12.
Chong, S. (2011). Development of teachersí professional identities: from pre-service to their first year as novice teachers. KEDI Journal of Educational Policy, 8(2), 219– 233.
Chong, S., Low, E. L., & Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50–64.
Clandinin, D. J., & Connelly, F. M. (2000) Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
De Fina, A. (2009). Group identity, narrative and self-representations. In A. De Fina, D. Schiffrin, & M. Bamberg (Eds), Discourse and identity (pp. 351–375), Amsterdam: John Benjamins.
Doyle, W. (1997) Heard any really good stories lately? A critique of the critics of narrative in educational research, Teaching and Teacher Education, 13(1), 93–99.
Duff, P. A., & Uchida, Y. (1997). The negotiation of teachersí sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451–486.
Elliott, A. (2009). Series editorís foreword. In H. Ferguson (Ed.), Self-identity and everyday life (pp. vii–x), New York: Routledge.
Ennser-Kananen, J., & Wang, F. (2013, May-June). I am combined: Chinese teachers constructing their identities as culture teachers. Paper session presented at the Seventh International Conference on Language Teacher Education, Washington, DC.
Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teacher College Board, 87(1), 49–65.
Fichtner, F., & Chapman, K. (2011). The cultural identities of foreign language teachers. L2 Journal, 3(1), 116–140.
Gaudelli, W., & Ousley, D. (2009). From clothing to skin: Identity work of student teachers in culminating field experiences. Teaching and Teacher Education, 25(6), 931–939.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Goh, C. C. M., Zhang, L. J., Ng, C. H., & Koh, G. H. (2005). Knowledge, beliefs and syllabus implementation: A study of English language teachers in Singapore. Graduate Programmes and Research Office, National Institute of Education, Nanyang Technological University.
Hallman, H., & Burdick, M. (April, 2015). Community-based field experiences in teacher education: Examining the intersection of content-area learning with community based spaces. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Holland, D., William L. Debra, S., & Carole, C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press
Holland, D., & Lachicotte, Jr., W. (2007). Vygotsky, mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole, and J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). Cambridge: Cambridge University Press.
Izadinia, M. (2013). A review of research on student teachersí professional identity. British Educational Research Journal, 39(4), 694–713.
Jawitz, J. (2009). Academic identities and communities of practice in a professional discipline. Teaching in Higher Education 14 (3): 241–251.
Jenkins, R. (1996). Social identity. London: Routledge. Johnson, K. E., & Golombek, P. (2002). Teachersí narrative inquiry as professional development. New York: Cambridge University Press.
Johnson, K.E. (2007). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235–57.
Korhonen, V., & Tˆrm‰, S. (2016). Engagement with a teaching career–how a group of Finnish university teachers experience teacher identity and professional growth. Journal of Further and Higher Education, 40(1), 65–82.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Abingdon: Routledge.
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacherís identity experience in the new work order of competing pedagogies. Teaching and Teacher Education, 27(3), 589–597.
Luebbers, J. B. (2010). How foreign language preservice teachersí development, identities, and commitments are shaped during teacher education. Unpublished PhD dissertation, The Ohio State University, Columbus, OH.
Lyons, N., & LaBoskey, V. K. (Eds) (2002) Narrative inquiry in practice: advancing the knowledge of teaching. New York: Teachers College Press.
Maclean, R., & White, S. (2007) Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers. Reflective Practice, 8, 47–60.
Margo, R. (2014). Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula. Journal of Teacher Education for Sustainability, 16(1), 54–75.
Martel, J., & Wang, A. (2015). Language teacher identity. In M. Bigelow C & J. Ennser- Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 289–300). New York: Routledge.
McNaughton, S. M., & Billot, J. (2016). Negotiating academic teacher identity shifts during higher education contextual change. Teaching in Higher Education, 21(6), 644–658.
Meijer, P. C., de Graaf, G., & Meirink, J. (2011). Key experiences in student teachersí development. Teachers and Teaching: Theory and Practice, 17(1), 115–129.
Menard-Warwick, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42(4), 617–640.
Menard-Warwick, J. (2011). Chilean English teacher identity and popular culture: three generations. International Journal of Bilingual Education and Bilingualism, 14(3), 261–277.
Miedema, S., & Bertram-Troost, G. (2015). The Challenges of global citizenship for worldview education. The perspective of social sustainability. Journal of Teacher Education for Sustainability, 17(2), 44–52.
Miller, J. (2009). Teacher identity. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172–181). New York: Cambridge University Press.
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7(2–3), 172–188.
Morgan, B., & Clarke, M. (2011). Identity in second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 817–836). New York: Routledge.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Pearson Education.
Park, G. (2012). I am never afraid of being recognized as an NNES: One teacherís journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 46(1), 127–151.
Putnam, R. T., & Borko, H. (1997) Teacher learning: implications of new views of cognition. In B.J. Bidde, T.L. Good & I.F. Goodson (Eds), International handbook of teachers and teaching (pp. 1223–1296). Dordrecht, The Netherlands, Kluwer Academic.
Raus, R. (2016). Modelling a learning journey towards teacher ecological self. Journal of Teacher Education for Sustainability, 18(2), 41–52.
Sarbin, T. (Ed.) (1986). Narrative psychology: the storied nature of human conduct. New York: Praeger.
Sen, A. (2006). Identity and violence: The illusion of destiny. New York: Allen Lake.
Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
Stanszus, L., Fischer, D., Bˆhme, T., Frank, P., Fritzsche, J., Geiger, S., Harfensteller, J., Grossman, P., & Schrader, U. (2017). Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention. Journal of teacher education for sustainability, 19(1), 5–21.
Taylor, C. (1989). Sources of the self. The making of the modern identity. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behavior. Soviet psychology, 17(4), 3–35.
Yi, L. (2009). Teachersí identities in personal narratives. In J. Lo Bianco, J. Orton, and
G. Yihong (Eds.), China and English: Dilemmas of identity (pp. 255–267). Bristol, UK: Multilingual Matters.
Zeichner, K., & Tabachnick, B. R. (1981). Are the effects of university teacher education washed out by school experiences? Journal of Teacher Education, 32(3), 7–11.