English Teacher Identity Research Articles

Conceptualizing English Teacher Identity In Pesantren Based School

This study aims to explore how English teachers at Pondok Pesantren Nurul Jadid conceptualize their professional identity within the unique context of a pesantren-based Islamic school. Employing a survey research method, this investigation gathers data from junior high school English teachers to understand their perceptions and experiences in shaping their teacher identities. The research seeks to delve into the multifaceted nature of teacher identity, considering the interplay of religious values, pedagogical approaches, and the cultural environment of the pesantren. By examining these dimensions, the study aims to uncover how these educators balance their roles as language instructors and moral guides, integrating Islamic teachings with their professional responsibilities. The findings described the interconnectedness of Future Perspective, Teacher Belief, Career Perception, and Self-Efficacy plays a critical role in shaping teacher professional identity. A positive outlook on these aspects encourages teachers to remain committed, resilient, and engaged in their profession. Professional development programs tailored to enhance teacher skills and confidence, along with mentorship opportunities, are essential in reinforcing a strong professional identity. Furthermore, educational policies that prioritize fair compensation, job security, and access to resources create a supportive environment where teachers can thrive. By addressing both internal and external factors that influence professional identity, educational leaders can ensure that teachers feel valued and empowered, ultimately leading to improved job satisfaction, retention, and student outcomes. A focus on these key areas is vital for sustaining a motivated and effective teaching workforce.

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

Multilingual Realities and English Teacher Construction in Indonesian Pesantren: A Narrative Inquiry

This study aimed to explore the construction of English teacher identity within the multilingual and religiously oriented environment of Indonesian pesantren through a narrative inquiry approach. Applying narrative inquiry, the study examined how teachers negotiate their religious and professional identities while balancing multiple language ideologies embodied in this educational context. Data were collected through in-depth semi-structured interviews and reflective journals, providing rich narratives of teachers' experiences, challenges, and strategies in navigating their roles. Three key themes emerged: balancing language ideologies, the interplay between religious and professional identities, and multilingual practices in the classroom. The findings reveal the dynamic, context-responsive nature of teacher identity development within pesantren, highlighting how educators align religious values with pedagogical goals. This study addresses a critical gap by focusing on identity formation in faith-based multilingual education settings, offering new insights beyond secular or formal institutions. The implications contribute to broader discussions on teacher identity, multilingual education, and the intersection of language, religion, and teaching practices.

Exploring the Nexus between English Teacher Identity and Socio-demographic Background: Evidence from Algeria

Exploring the Nexus between English Teacher Identity and Socio-demographic Background: Evidence from Algeria

The Factors Influencing the Professional Identity of English Teachers: A Systematic Mini Review

Although previous research has confirmed that professional identity plays a significant role in teachers effectiveness and job satisfaction, the specific factors influencing the professional identity of English teachers remain unclear. More studies on these influencing factors are needed, especially in some undeveloped regions. This paper explores various factors affecting the professional identity of English teachers, focusing on individual, societal, and educational system aspects. Through the analysis of twenty studies, both quantitative and qualitative, the results indicate that professional identity is shaped by a dynamic mix of social, environmental, and personal factors, evolving through internal and external influences. The study emphasizes the need for increased societal support, improved work conditions, and addressing individual teachers needs. It highlights the importance of a holistic approach to foster the professional growth and well-being of English teachers, suggesting that nurturing their professional identity requires a comprehensive strategy considering various influencing factors.

Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage

Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage

Disrupted English Language Teacher Identities: A Social Justice Perspective

Informed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies; (c) uncover how they position themselves in challenging such practices and constraints. This study employs an exploratory qualitative case study design and an inductive data analysis method to document the voices of two in-service and three pre-service English language teachers and two teacher educators as professionals in K-12 school settings in Türkiye. The study addressed how ideologies stemming from power, authority, and institutional structures shape their ongoing teacher identity formation. As a result, language educators referred to oppression stemming from imposed decisions, decontextualized in-service and pre-service teacher training practices, and limited space for decision-making. Bringing in a social justice orientation, this study documented language educators' ways of challenging the dominant ideologies and schooling practices. This research brought voices from various layers to provide a composite picture of the potential gap(s) between their practice contexts and initial and in-service teacher-training practices.

THE REALIZATIONS OF TEACHING PROFESSION: FOUR INDONESIAN NOVICE ENGLISH TEACHERS' NARRATIVES DURING THE PANDEMIC

This study explores teacher professional identity (TPI) of novice English teachers in Indonesia by looking at their narratives related to their experiences before and after they entered the profession. The central question leading this inquiry is “What realizations about the profession shape the participants’ TPI?” The data were collected from four participants through emails and follow-up interviews by phone. The data, then, were co-constructed to create coherent narratives of the four novice teachers. Further analysis was conducted by identifying their new realizations and awareness of being English teachers. These realizations about teaching and the profession were discussed in terms of the TPI elements. The findings indicate that realizations about various aspects of TPI of the novice teachers could lead to a better understanding of their professional identity formation before entering the profession, after entering the profession, and at the time of COVID-19 pandemic (2020-2021). The TPI claims in the three stages indicate the complex process of TPI formation and the implications of the process can be the foundation of English teacher education and professional development reform.

Translingualism and the formation of identities: A duoethnography of two Korean ELT professionals in higher education

English teacher identity research has been often discussed through the lens of native versus nonnative-English-speaking teachers, against which translanguaging is suggested as a counternarrative approach. Utilizing the theoretical and methodological intersection of translingualism and duoethnography, this study illustrates the identity formation of two Korean researchers who seek translingualism. The selected dialogues regarding English language teaching (ELT) issues demonstrate how the authors’ translanguaging instinct and mindset are realized in the context of researching, teaching, using, and probing translinguistic identity. The discussion portrays their realization of identities shuttling between “translinguist” and “translanguager” in individual and collective spaces. The study suggests pedagogical implications for language teachers, teacher educators, and researchers, as well as methodological implications for those considering using duoethnography for exploring translinguistic identity. The study contributes to an emerging discussion on what it means to transform ELT in higher education by acknowledging the translinguistic identity among English language learners, teachers, teacher educators, and researchers.

Realization of Language Teacher’s Ideal Identity as Peacebuilder

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers’ ideal peacebuilder selves are becoming ‘an encouraging teacher’, ‘a more hopeful and caring teacher’, and ‘a patient teacher’. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students’ success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language.

From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities

Language teacher identity (LTI) has become essential in educational research. The discourse is progressively moving away from the deficit-based label of non-native-English-speaking teachers towards the asset-based appreciation of their multilingualism and multiculturalism. This paper explores two multilingual and multicultural English teachers’ (MMETs) LTI shift from unbecoming (experiencing negative moments in identity formation) to becoming (experiencing moments that validate the self) over life stages and national contexts, impacting their teaching pedagogies. Applying duoethnography as the methodology, data were collected through tandem writing and dialogic conversations. Findings indicate that (1) MMETs' ongoing LTI construction is enmeshed with their primary discourse, educational, professional, and cross-cultural experiences, and discourses and ideologies embedded in social contexts; (2) LTI construction entails perpetual unbecoming and becoming moments; embracing and valuing themselves multilingualism and multiculturalism is beneficial to guide MMETs toward LTI becoming; (3) MMETs' perceptions of their own and students' multilingualism impact teaching practices when instructing students. Research demonstrates that duoethnography involves four layers of identity work: storying, reflecting, dialoguing, and writing. Through duoethnography, language teachers can explore their LTI experiences, reframing their identities from the asset-based perspective and offering inspiring stories for other teachers, thus making it the potential to support professional development in teacher education.

Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors

This study explores how teacher professional identity (TPI) is associated with socio-demographic factors. A quantitative approach was employed using questionnaire as the research instrument. The participants of the main study, 331 EFL teachers working in public and private Higher Education Institutions in Central China, were recruited using snowball sampling. The English Teacher Identity Measure (ETIM) was adopted to measure TPI level. Based on independent samples t-test and one-way ANOVA, the 10 demographic factors, including gender, type of institution, age, educational level, academic title, length of service, EFL course type, leadership position, monthly income, and marital status were investigated. Findings indicate that educational level and leadership position could lead to significantly different TPI levels. The change patterns of TPI based on other factors are also discussed.

English teacher identity measure: Development and validation in a Chinese EFL context

English teacher identity measure: Development and validation in a Chinese EFL context

Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities

Literary Knowing and the Making of English Teachers offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3‐year longitudinal study involving 24 early‐career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought‐provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.

NON-QUALITATIVE APPROACH TO ENGLISH TEACHER IDENTITY RESEARCH: A SYSTEMATIC REVIEW (2012-2022)

The qualitative approach appears to be dominant in language teacher identity (LTI) research. Emerging LTI studies using non-qualitative methods have been overlooked. To date, a review that synthesizes English teacher identity (ETI) studies using non-qualitative methods is lacking. This paper reports on a PRISMA-based systematic review of 20 identified studies from the Google Scholar and CNKI databases. The outcomes of the review are as follows: First, studies tend to concentrate on five countries, but mostly in China and Iran. Second, Beijaard’s definition and measuring instruments of TI are most frequently cited. Third, samples were predominantly university teachers. Finally, a framework was proposed to capture six research themes: (i) ETI levels and socio-demographic factors, (ii) comparative study, (iii) ETI and one construct, (iv) ETI and two constructs, and (v) ETI and technology use or metacognition. Recommendations for future research and limitations of this study are discussed.

The Structure and Characteristics of Chinese University English Teachers’ Identities: Toward a Sustainable Language Pedagogy

This study investigates the enacted identities of Chinese university English teachers in the context of English as a foreign language (EFL) teaching. The aim is to explore the underlying structure and characteristics of these teachers’ identities and examine their alignment with the principles of sustainable learning in education (SLE), which goes beyond knowledge acquisition in a chosen discipline and aims to nurture life-long and resilient learners that are able to reflect upon, renew, relearn, and assess what has been taught and orient themselves for future learning processes. A questionnaire was used to gather perceptions of enacted identities in teaching practice from 326 Chinese university English teachers. Exploratory Factor Analysis (EFA) revealed four distinct dimensions of identity: Advocate and Motivator for English Learning, Facilitator of English Learning, Reflective Practitioner and Researcher, and Book Teacher. Interviews were conducted with a subsample of 12 teachers to further explore the contextualized meanings of these identity factors. The findings indicate that these identity dimensions align with the four tenets of sustainable learning in education, reflecting the teachers’ orientations toward sustainable language teaching practices. This study contributes to our knowledge of language teachers’ shared identities and offers important implications for language teacher professional development.

Religion and ESL Teacher Identity in Malaysia Context: Does Religion Matter?

This paper aims to showcase the interrelationship between religion and ESL teacher identity by using the literature on religion, religion and English teacher, religion and English teacher identity, as well as religion and English Language Teaching (ELT). Despite the potential significance of religious beliefs in shaping teacher identity, this area has received little attention. By examining the literature on religion and ELT, this paper seeks to contribute to our understanding of the importance of religious beliefs in shaping teacher identity. The significance of this study lies in its potential to inform teacher training programs and promote culturally sensitive and inclusive learning environments. This study reveals that religious beliefs play a significant role in shaping ESL teacher identity. Religious beliefs are deeply personal and intimately intertwined with one’s identity, and they can influence teaching practices and interactions with students. The study proposes a conceptual framework for future research on the impact of religious beliefs on ESL teacher identity. The article also suggest that a study focuses on the impact of religious beliefs on ESL teacher identity, whether religion matters in shaping and negotiating ESL teacher identity, should be conducted in Malaysia, a country with a diverse religious landscape. These findings have important implications for teacher training programs and for creating inclusive learning environments that take into account the religious and cultural diversity of students.

The Status Quo and Analysis of English Teacher Identity in Rural Primary Schools

The identity of a rural teacher refers to the individual teacher’s perception and recognition of their teaching role in different contexts. This study focuses on English teachers in rural elementary schools, using a questionnaire to explore the current status quo of their identity from four aspects: environmental, professional, social and personal identity. Also, the study uncovers identity crisis and propose solutions. The results show that the level of identity among rural English teachers is relatively low. Specifically, they lack a sense of belonging to the rural environment, a large education gap that negatively affects their professional identity, and a personal identity crisis primarily manifested in the mismatch between work input and teaching satisfaction. Additionally, the level of their social identity is also low. This study recommends adjustments from three respects: society, school, and teachers, in order to enhance the identity of rural English teachers and promote the construction of a high-quality rural teaching team.

ESL Teacher’s Professional Identity in English Language Teaching

The current paper is a small-scale study on the core elements of professional identity (PI) issues among English as a second language (ESL) teachers. The study highlights the significance of professional identity, and the compromise and transformation ESL teachers undergo during their careers. Qualitative exploratory research methodology is applied in the investigation involving five ESL teachers. Semi-structured face-to-face interviews were conducted to explore the potential factors that have impacted English teachers’ professional identity. The study revealed the impact of top-down policy implementation, the significance of professionalism, unstructured overseas educational setup, and workplace challenges on the professional identity of English teachers. The findings of the study highlighted several key areas that had a positive as well as a negative impact on the PI of ESL teachers. ESL teachers’ adherence to their individuality and teaching philosophy in spite of facing different challenges, time and teaching experience of ESL teachers, culturally diverse working environment, and teachers’ evaluation system emerged as positive factors in PI development. However, the study also drew special attention to ESL teachers’ PI primarily getting affected by the imposition of a central policy system on ESL teachers, ignoring ESL teachers’ voices without taking their feedback into consideration, lack of awareness to foster positive professional relationships among peers and working in the overseas broken educational system. The study concluded that ESL teachers need their independent professional space to utilize their teaching capabilities and share their experiences to have an influential professional identity. However, due to the small number of participants a larger study would be better in unfolding in detail the causes behind the professional identity crises of ESL teachers.

Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study

AbstractDespite the recent surge of interest in language teacher emotions, little research has examined the role of cognitive and social dimensions of teachers’ emotions in their identity construction. Adopting a phenomenographic‐narrative approach, the present qualitative study examined the connection between English language teachers’ perspectives, emotions, and identities. Seventeen Iranian English teachers were first presented with four emotionally charged prompts, which involved teachers with anger, sadness, fear, and happiness emotions, to examine their appraisal of the prompts. The teachers were then interviewed to explore how they made sense of the prompts relative to their own identity construction. The findings indicated that the teachers associated prompt‐related teachers’ emotions with personal–psychological, pedagogical, and institutional reasons underlying power relations and competing discourses shaping their own emotions and identities. Moreover, the teachers narrated stories that were perceived as dynamically shaping their identities through the reflective potential of such experiences. The study concludes with implications for the connection between language teachers’ cognitions and emotions, and the role of these factors in their identity construction.