Abstract
ABSTRACT Teacher professional identity construction processes have been subjected to considerable critical scholarly scrutiny, with the influence of the external sociopolitical environment also being acknowledged in the literature. In particular, the relationship between the increasing securitisation policies in education and the professional identity of Muslim teachers in England remains unclear. This paper critically examines the impact of the Prevent duty on Muslim teachers’ professional identity formation in England. Drawing upon Interpretive Phenomenological Analysis, in-depth semi-structured interviews were conducted with teachers who defined themselves as Muslim from diverse ethnic groups and worked in secondary schools in England. The findings suggest that the Prevent duty has securitised Muslim teachers’ professional identity formation through various means, including professional learning and development, professional daily practices, and inspections.
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