Crafting Engagement Before Entering the Profession: Pre-Service EFL Teachers' Experiences of Proactivity and Flow

This study examines how pre-service English teachers in Turkey experience the dimensions of proactive personality, job crafting, flow, and work engagement while making sense of their professional lives. In the phenomenological design research, semi-structured interviews were conducted with 13 teacher candidates selected through purposive sampling. Qualitative data were transcribed and subsequently analyzed using MAXQDA 2022 qualitative data analysis software and high inter-coder reliability was found. The findings were grouped under four themes. Under the heading of proactive personality, solution-focus, patience and communication, seeking support, and continuous development came to the fore. In the flow experience, open feedback from students, activities that made learning enjoyable, changes in the perception of time, and full participation in the natural flow of the lesson stood out. Professional craftsmanship manifested itself through strategies such as establishing trust-based relationships with students, colleagues, and parents, adapting methods, self-care, and time management. Dedication to work was defined through passion for the profession and the vitality provided by working with different student profiles. The results showed that teacher candidates demonstrated resilience-oriented professional strategies by combining individual initiative, social support, and continuous development tendencies. Furthermore, student-centered feedback and community-based relationships are understood to strengthen flow experiences and nurture dedication to work. The study points to the importance of supporting proactive tendencies in teacher training and designing learning environments conducive to flow.