İngilizce öğretmeni adaylarının yurtdışında-eğitim deneyimlerindeki kültürlerarası kimliğin keşfedilmesi: Bir çoklu durum çalışması

This study investigates how pre-service EFL teachers develop intercultural identity through study-abroad experiences. Grounded in Vygotsky's Social Constructionism, it examines the role of cultural immersion, communication, and reflection in shaping identity. Using Yang's (2017) and Byram's (1997) intercultural competence models, the study adopts a qualitative multiple case study approach with four Turkish pre-service EFL teachers who participated in Erasmus+ programs. Data were collected through interviews, reflective journals, and critical incident reports, and analyzed thematically. Findings show that interpersonal interactions, language use, and cultural adaptation are key in identity development. While participants faced challenges such as language barriers and cultural dissonance, these difficulties fostered resilience and intercultural awareness. The study highlights how personal growth varies depending on factors like program structure, openness to new experiences, and prior intercultural exposure. Overall, the findings suggest that study-abroad not only enhances intercultural competence but also supports the development of culturally responsive teacher identities. The study calls for structured intercultural training, reflective practices, and institutional support in teacher education programs.