Trapped in a domestic posture? Exploring the international posture of pre-service primary school teachers in Türkiye

Abstract

This study investigates the International Posture (IP) of pre-service primary school teachers in Türkiye who are preparing to teach English in schools lacking specialized English teachers. IP, originally defined by Yashima (2002) as interest in international affairs, willingness to work or study abroad, readiness to interact with people from other cultures, and openness toward different cultures, is a motivational construct linked to communicative confidence and global outlook. In this mixed-methods study, 200 participants completed a Turkish version of Yashima’s IP scale (20 items across sub-dimensions such as international vocation interest, news interest, and intercultural approach/avoidance), and a subset volunteered for semi-structured interviews. Survey results showed generally low IP scores (means below the scale midpoint), indicating limited interest in global engagement (e.g. low desire to live abroad or follow international news). Interview themes included a focus on exam-oriented learning and local contexts, limited exposure to English media, and anxiety about intercultural communication—patterns consistent with what Yashima terms a “domestic posture”. These findings echo recent Turkish research where even English-major undergraduates exhibited “relatively limited” global Orientation and align with evidence from other EFL contexts (e.g. Saudi Arabia). In the context of intercultural communication education, we discuss how the predominantly monolingual environment and pedagogical practices may constrain IP, and we suggest curriculum reforms and experiential learning (e.g. content-based instruction on global issues, study abroad or virtual exchange) to foster pre-service teachers’ global awareness. Implications for teacher training and education policy are considered, and future research directions are proposed.