August 11, 2025Open Access

How We Came to Be: Inquiring into Teacher Identity Construction of Indonesian ELT Graduate Students

Key Points

Teacher identity construction is influenced by critical incidents in the lives of ELT graduate students, shaping their professional paths.
Findings reveal that personal experiences significantly affect English language teaching identity over time.
This research employs narrative inquiry to delve into the professional identity formation of Indonesian ELT graduate students.
Understanding teacher identity formation is crucial in recognizing the fluid and complex nature of professional development.

Abstract

This study investigated the professional identity construction of two Indonesian English teachers pursuing a Master’s degree in ELT. Framed within Yazan’s (2018) sociocultural theory of language teacher identity, the research examined how critical incidents and significant moments shape the participants' trajectories in English language teaching. By utilizing narrative inquiry, this study offers nuanced insights into the evolving professional identities of ELT graduate students, emphasizing the interplay between personal experiences and professional development. The findings contribute to a deeper understanding of teacher identity formation in the Indonesian context, highlighting its inherent complexity and fluidity.

How We Came to Be: Inquiring into Teacher Identity Construction of Indonesian ELT Graduate Students

Key Points

Abstract

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