Identity reconstruction: The PhD experience of Turkish EFL teachers

Abstract

This autoethnographic qualitative case study examines the impact of PhD programs on the identity of Turkish EFL teachers. Involving six EFL instructors, including the researcher, the study analyses diaries and interviews to explore how doctoral studies influence their professional and personal identities. The findings reveal that the PhD journey enhances their roles as collaborative teachers, critical thinkers, and pedagogical experts in English Language Teaching. Doctoral studies foster self-reflective teaching skills and a deep sense of accomplishment. As teacher-researchers juggling dual roles, they enhance their problem-solving abilities and develop greater empathy towards students. This research has implications for EFL instructors considering PhDs, PhD programs, and the broader research community.