ABSTRACT
This chapter aims to investigate a group of English as a foreign language (EFL) teachers' ways of constructing their teacher identities in their teaching contexts through a qualitative analysis of their statements. It captures how the participating teachers describe their teacher identities. The chapter focuses on research purpose and the data collection tool, analyzed the construction of the sociocultural identities of 34 prospective EFL teachers enrolled at the Department of English Language Education of a public university in Turkey. Besides the construction of teacher identities, the chapter concerns the issues stemming from both participating teachers' and their students' multiple identities and how the participating teachers deal with these issues. The chapter investigates a small group of EFL teachers' ways of constructing their teacher identities in their teaching contexts. The qualitative content analysis of the survey and interview data resulted in identifying and probing into certain patterns that will be used as subcategories in the results and discussion part.
