Navigating Teaching Without Pedagogical Training: An Ecological Perspective

Abstract

Although substantial scholarly attention has been devoted to the challenges encountered by novice teachers possessing formal Initial Teacher Education (ITE) qualifications, the professional experiences of individuals entering the teaching profession without such preparation remain markedly underexplored. Anchored in the ecological model of teacher agency, the present study investigates the affordances and constraints encountered by English as a Foreign Language (EFL) teachers with non-ITE backgrounds during their inaugural year of teaching in Turkish state secondary schools. Employing a qualitative research design, data were collected through in-depth semi-structured interviews with 21 purposively selected participants serving in diverse educational settings across Turkey. Thematic analysis of the interview data indicates that the absence of formal pedagogical training gives rise to notable impediments, including insufficient theoretical and methodological grounding in instructional practices, perceived marginalisation by colleagues with ITE credentials, and challenges in constructing a coherent professional identity. Nevertheless, the analysis also uncovers salient affordances, such as interdisciplinary academic foundations, diverse experiential capital acquired through alternative career trajectories, elevated levels of intrinsic motivation, and a pronounced propensity for pedagogical innovation. The study concludes by discussing the implications for teacher education policy and institutional practice in Turkey, advocating for differentiated support structures that both address the distinct challenges faced by non-ITE teachers and harness their unique professional assets.