Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective

Abstract

This study explores the professional identity development of five nonnative‐English‐speaking teacher learners from different backgrounds who were studying for a master’s degree in applied linguistics/TESOL at an Australian university, following the three‐dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two 1‐hour storytelling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/nonnative issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three‐dimensional space narrative inquiry framework (interaction, continuity, and situation) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities based on the three‐dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.