Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye

This study reports on an identity-oriented teaching practicum in Türkiye over three years. Drawing on perezhivanie, it examines how teacher candidates (TCs) relied on the discursive and semiotic affordances while doing identity work. In this self-study of teacher education practices, we aimed to pedagogize identity by implementing arts-based pedagogies that foster identity work. Employing multimodal discourse analysis, we analyzed activity products and reflections and conducted semi-structured interviews and found that TCs utilized their perezhivanie to create learning-teaching connections and to deconstruct/reconstruct professional discourses. Our implications call on teacher educators to systematically pedagogize identity in critical components of their programs.