Reflective Autoethnography on the Evolution of Teacher Professional Identity
Keywords:
Teacher Professional Identity, Autoethnography, English Language Teaching, Classroom InteractionAbstract
This autoethnographic study explores the evolving professional identity of an English teacher within the senior high school classroom context. Recognizing teacher professional identity as a dynamic and multifaceted construct shaped by personal experiences, institutional demands, and interactional practices, the study examines how classroom interactions and reflective practices contribute to the teacher’s ongoing development. Drawing on the author’s own journey from early English exposure in a multilingual environment through university teaching experiences, this research highlights the emotional and contextual dimensions of identity formation. It emphasizes the role of self-reflection, mentorship, and collaborative learning in negotiating professional roles and beliefs. The findings advocate for teacher education programs that support reflective inquiry and acknowledge informal learning pathways, underscoring teacher identity as a lifelong, dialogical process rather than a fixed state. This study contributes to better understanding how English teachers adapt and grow in response to the challenges of diverse classroom environments, ultimately informing strategies for enhancing teaching effectiveness and learner outcomes.References
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