Özet:

Teacher identity studies are now an important part of second language teacher education research, following the sociocultural turn in the 1990s. Second language teaching continues its development as a research area on its own and exploration of teacher identity comprises a substantial research field, from many aspects. How international post-graduate students adapt to educational settings is considered to be important for their academic development. Accordingly, this current study explores the second language teacher identity constructions of six international MSc TESOL students at a United Kingdom University, by means of semi-structured interviews with a qualitative interpretative approach. The findings indicate that, although they first go through a learning shock and difficulties in adapting to the academic environment, the student teachers accommodate well into the collegiate setting. They make valuable comparisons between their lives and studies in the UK and their own contexts. It can also be seen that they consider themselves more theoretically equipped for their future teaching careers.  

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