Центральноазиатский журнал академических исследований 4-jild 5-son (2026) · 60–63-betlar

MICROBLOGGING AND PROFESSIONAL IDENTITY FORMATION IN FUTURE ENGLISH TECHERS MICROBLOGGING AND THE ARCHITECTURE OF PROFESSIONAL IDENTITY IN PRE-SERVICE ENGLISH EDUCATORS

G’ulomov, Behruz, Umirova, Zamira

DOI: 10.5281/zenodo.20268742 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

The transition from student to professional educator is a complex psychological and sociological journey. For future English teachers, this “becoming” is increasingly mediated by digital environments. This article examines the role of microblogging (short-form digital communication) in the formation of Professional Identity (PI). Utilizing a sociocultural framework, the study argues that microblogging platforms function as “third spaces” where theoretical pedagogical knowledge meets community-based practice. By analyzing the mechanics of networked learning, the article demonstrates how microblogging enhances self-efficacy, emotional resilience, and professional belonging. 

The traditional trajectory of teacher education has often been criticized for the “theory-practice gap”-a disconnect between university coursework and the lived reality of the classroom.

Metadata manbasi: jurnal OAI-PMH arxivi · Sindex to'liq matnni saqlamaydi, manbaga havola beradi.