Identity as a concept has long charmed the scholars’ attention. Initially, it was believed that even though there are behavioral changes, one has a core identity (Hall, 1992). With time, the scholars challenged the notion of identity as an inherent essence, asserting its lack of ontological basis (Morton & Gray, 2018). In the contemporary epoch characterized by postmodernity (Baumann, 2000), the conventional conceptualizations of identity as static encountered profound challenges in the contemporary milieu marked by perpetual flux. Presently, the construct of identity is construed as temporally contingent, reflecting a transient affiliation with the individual, notwithstanding the presence of more enduring attributes such as race, gender, age, among others (Block, 2013). Professional identity as a concept, similarly, is not free from postmodern understandings and considered to be far from being a unitary, stationary, and internally coherent phenomenon (Varghese, 2017). Instead, it is versatile in a state of constant change, (re)shaped by multiple trajectories (Han, 2017; Trent & Gao, 2009). Within the LTIs research paradigm, there is a growing line of research on the developmental processes of language teachers’ identity (re)construction and (re)negotiation while they are pursuing their graduate studies (Yazan, 2017). Therefore, the current study aims to understand the professional identity trajectories of language teachers transforming into graduate student-teachers with a narrative inquiry. Since being a graduate student-teacher brings along multimembership to two professional communities of practice (CofP) (Wenger, 1998), the conceptualization of study was constructed by adopting CofP and Bronfenbrenner’s (1979) ecological model. The data collection process was completed in one year with four different data collection tools (autobiographical narratives, journal entries, ethnographic field observations and semi-structured interviews). The data analysis is being carried out thematically along with the “time” and “place” techniques. The preliminary findings of the study come from only one participant, Pera who is a language instructor for more than a decade, in her late thirties, a married woman and a PhD candidate in Enformatics Department in Amarillo University. Pera is a bilingual person who was raised in a heterogenous city. Pera identified herself as a hardworking student rather than clever whose interest in English started when she met an English teacher whom she adored profoundly. After she chose language department at high school, she always wanted to be a language teacher. Yet, she completed her BA degree in English Language and Literature Department. Her interest in academia started when she attended to an intercultural program as an exchange student. Later, Pera pursued her MA degree studies in ELT department. Her engagement with the professors she worked with affected her academic trajectory dearly. At the initial stages of her career as a language instructor, Pera struggled due to precarity (Bourdieu, 1963/1979) issues. After changing several workplaces, she started to work as a full-time language instructor in Rojo University. A year ago, Pera got distracted due to a major earthquake and had to suspend her PhD record for one year. While retelling her story, it was revealed that being a graduate student and a teacher at the same time is an emotive trajectory involving identity struggles and challenges. From a macro perspective, Pera’s story was also a good illustration of how boarder events affect individuals such as national examination politics, laws on salaries or recruitment. Thus, the findings of the study have the potential to contribute to the LTI literature and give implications for the graduate level of education programs, curricula, and improvement in broader educational politics. 

The present study adopts narrative inquiry (Clandinin & Connolly, 1990) as its method as the aim was to examine professional identity (re)negotiations of graduate student-teachers transforming from language teachers with references to their experiences. In the present study small number participants (4) was recruited via purposeful sampling with the following criteria: (1) actively working in language teaching, this criterion is necessary to understand the professional identity (re)negotiations of the participants while pursuing graduate level of education; (2) to pursue PhD level of education in TESOL, ELT, AL, or related fields this criterion is determined as the participants are desired to be committed in pursuing graduate level of education and have access to an academic CofP; (3) to work at the same institution, this criterion is generated to conduct ethnographic field observations at the same sphere and deeper understanding on CofP relations in the workplace; (4) to show different characteristics in terms of linguistic and educational background, marital status, research interests, age, etc. To gather extensive information about the participants for having a transparent understanding of the individuals’ life context, the data should be profound. Accordingly, the researcher collected data via autobiographical written narratives, journal entries, semi-structured interviews, and ethnographical field observations. By autobiographical written narratives, the data on the participants past experiences, aspirations, history, life circumstances, how and why they decided to become teachers and pursue a graduate level of education, their ideas on imagined professional identities both as teachers and graduate students was collected. With journal entries, the data on graduate student-teachers identity (re)negotiations as they socialize both teaching and academic communities of practice was gathered (Mackey & Gass, 2015). Via semi-structured interviews, the data on the participants’ present, past and future orientations regarding their professional identity negotiation was gathered (Brinkmann, 2014). Lastly, ethnographic field observation was utilized to gather data on the participants as they continue their lives (Emerson, 2011). While analyzing narratives, thematic analysis was conducted. Thus, initially the orthographic transcriptions for interview data were constructed. Then, all the data gathered by autobiographical written narratives, journal entries, ethnographic field observations and interview transcripts was analyzed by following thematic analysis (Barkhuizen et al., 2014) along with the “time” and “place” techniques suggested by Connelly and Clandinin (1990). After the analysis, each participant will be provided opportunities to read the summaries of the analysis for member checking (Loewen & Plonsky, 2016).

Overall, the findings of this narrative inquiry provide a nuanced understanding of the complex and evolving process of professional identity (re)negotiation experienced by graduate student-teachers. By focusing on Pera’s narrative and drawing on diverse data sources such as autobiographical narratives, journal entries, ethnographic observations, and interviews, the study highlights the interplay between personal aspirations, social influences, and institutional dynamics. Pera’s experiences illustrate how professional identity is shaped by dual membership in teaching and academic communities of practice, as well as broader systemic factors, such as national education policies and precarity in the workplace. The study also underscores the emotional and intellectual labor involved in regulating these dual roles. Graduate student-teachers face challenges such as balancing teaching and academic responsibilities, coping with systemic inequalities, and responding to broader societal disruptions, including natural disasters. These findings contribute to the literature on LTI by emphasizing the intersectionality of identity (Crenshaw, 1989; Norton, 2017), where professional trajectories are influenced by factors like gender, age, and sociocultural contexts. This research carries significant implications for graduate education programs and policy development. It advocates for curricula that address the unique challenges faced by graduate student-teachers, while fostering inclusive and supportive professional communities. Moreover, the findings call for systemic reforms to mitigate precarity and create equitable opportunities for professional growth. In sum, this study demonstrates the importance of understanding identity as a fluid and context-dependent construct. Through the lens of narrative inquiry, it highlights the transformative potential of graduate education and the critical need for institutional support. By centering the lived experiences of graduate student-teachers, this research sheds light on the emotional, intellectual, and social dimensions of professional identity, offering valuable insights for both research and practice in higher education.

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