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

Аннотация

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.