Pre-Service Teachers’ Perceptions of English Language Teacher Identity Formation in Kazakhstan: A Mixed Methods Case Study

This thesis explores how pre-service English language teachers in Kazakhstan perceive and form their professional identity during the third and fourth years of their teacher education programmes. It examines how their understanding of teaching develops, the internal and external factors that influence this process, the challenges they encounter, and the kinds of support they expect. Employing an exploratory sequential mixed methods case study design, the research integrates qualitative interview data (N = 8) with quantitative questionnaire findings (N = 89). The analysis focuses on dimensions of professional competence, contextual influences, challenges, and support mechanisms. The findings indicate that teacher identity development is shaped not only by self-reflection and motivation, but also by institutional structures, cultural expectations, practicum experiences, and mentorship. Participants highlighted the importance of empathy, adaptability, and global perspectives in shaping their professional identity as teachers, while identifying significant gaps in feedback, curriculum coherence, and classroom support. The study contributes to a growing body of research on teacher identity by offering insights into the lived experiences of Kazakhstani pre-service teachers and suggesting implications for strengthening teacher education programmes through more holistic, responsive, and reflective practices.