Becoming a teacher through research: inquiry-based learning and identity formation in Turkish ELT programs

This qualitative study explores how pre-service English language teachers in Türkiye experience and make sense of inquiry-based learning within the Learners-as-Researchers (LAR) framework. Drawing on semi-structured interviews with thirteen participants engaged in supervised research projects, the study investigates the influence of research engagement on their professional identity development, autonomy, reflective growth, and understanding of the theory-practice relationship. Data were analyzed thematically using Braun and Clarke’s six-phase model. Findings reveal that the research process helped participants transition from passive learners to active contributors, fostering a sense of professional agency, ownership, and long-term vision. Engagement in research also supported the development of self-regulated learning skills and prompted meaningful reflections on pedagogical beliefs. While participants expressed increased confidence and alignment with professional roles, the depth of transformation varied depending on contextual factors such as institutional support, mentorship, and opportunities for autonomy. The study underscores the value of embedding inquiry-based learning in teacher education programs to support identity construction, critical thinking, and adaptive expertise. It concludes with recommendations for strengthening reflective and inquiry-oriented pedagogies and highlights the need for sustained institutional scaffolding to maximize the transformative potential of LAR-based practices in English language teacher education.