Qualitative case study explores narrative practices to enhance identity and agency in novice language teachers, indicating need for equitable teaching policies.
Key Points
This study aims to understand how peer support groups influence the professional identity and agency of novice second language teachers.
Qualitative case study of four early-career language teachers
Analysis of storytelling and collaborative reflection in a virtual peer support group
Grounded in Foucault’s theories related to identity and power dynamics.
Participants reframed their challenges as systemic rather than personal, enhancing their professional identity.
Storytelling practices helped teachers reclaim professional legitimacy and align with culturally sustaining pedagogical values.
Structural inequities remained a challenge, despite the supportive nature of peer groups.