Abstract
ABSTRACT Sudden teachers’ transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) experience during this shift. The present study examined ELTs’ identity tensions in online courses, the relevant coping strategies, teachers’ TPACK level and its relationship with their professional identity development. The data were collected through a TPACK/teacher identity questionnaire and semi-structured interviews. Descriptive data analysis revealed that teachers had a high level of TPACK with moderate technological knowledge. The teacher identity analysis indicated that the teachers reported institutional, pedagogical, and sociocultural tensions with varying degrees. Likewise, the qualitative analysis revealed similar tensions, including low access to basic infrastructure and professional support, greater responsibility, top-down online policies, etc. The teachers also reported various coping strategies for these tensions. The study concluded with pedagogical implications for policymakers, administrators, and teacher educators. To support English language teachers’ professionalism, there is a need to rethink policies, facilities, and contextual factors and promote effective technology integration into course content and pedagogies.
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