«I teach, therefore I become»: Tracing the transformative identity of an English teacher
DOI:
https://doi.org/10.21142/DES-1801-2026-0027Palavras-chave:
English education, innovation, lifelong learning, professional teacher identity, teacher reflectionResumo
This article is part of an exploration of how English language teachers construct their professional identities, examined through the case of Windi (pseudonym) using a narrative inquiry approach. Through reflective interviews, the researcher explored teaching experiences, reflections on classroom practices, pedagogical innovations, and the influence of the school environment. The results indicate that teacher identity is dynamic, shaped by ongoing reflection, lifelong learning, and social interactions. Windi’s journey demonstrates a shift from novice teacher to educational leader, developing initiatives such as Mini World Class and Grammar Detective. The results demonstrate how the theory of teacher professional identity (Beauchamp and Thomas, 2009) and reflective practice (Schön, 1992) can be observed in real-life practice, while emphasising the importance of creating spaces that encourage professional growth and personal transformation. Creating school environments that support lifelong learning is recommended to strengthen teachers’ identity and transformative capacity.
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