Teacher portraits from Türkiye: navigating dual roles in shadow and formal education
Makaleler > Tam Makale · 2026
Yazarlar: Ümran Y. Nalbantoğlu, Nilay BÜMEN
Globalisation, Societies and Education, ESCI İndekslerine Giren Dergi, Uluslararası, Scopus, 2026, cilt -, ss 1-19
DOI: 10.1080/14767724.2025.2608683
Özet
This multiple case study investigates the evolving professional identities of school teachers engaged in shadow education by empirically examining how teacher portraits emerge and evolve in practice. While this framework has provided a valuable categorisation of teacher roles shaped by financial, ethical, and professional demands, it has rarely been tested in practice. Drawing on classroom observations and interviews with four teachers in Türkiye, the study explores how dual roles as teacher and tutor are negotiated under systemic pressures. Our findings indicated overlap among the theoretical portraits, and teachers moved between dual roles. We observed five of the six portraits in our cases and added nuance to the portraits through entrepreneurial practices and socially legitimised illegitimacy. By situating these roles within an underexplored empirical context, the research extends current understandings of teacher agency, role conflict, and ethical ambiguity in marketized education systems. The study contributes to debates on teacher professionalism by showing how teachers shift between portraits over time, offering both theoretical and practical insights into the intersection of formal schooling and shadow education.