مجلة إحالات
Volume 8, Numéro 2, Pages 30-43
2026-11-10
Narrative Frames Of Efl Teachers’ Professional Identity Enrolled In Didactics Master’s Degree
Authors : Zekri Wafa Zekri Wafa .
Abstract
The educational sphere has relied on EFL teachers’ motivation; however, little attention has been given to teachers’ narratives and how different factors can reshape their professional identities. This study examined English school teachers pursuing a Master's degree to enhance their professional identity development. Data were collected from eight teachers of English using narrative frames, which they completed at the end of their semester. Narrative frames represented a space for teachers to reflect on and interpret on their experiences during the Master's program after a long learning interruption. A thematic approach was used to qualitatively analyse the narrative frames and interviews. Results unfolded perplexity in negotiating teachers’ identities. Teachers’ professional identities were influenced by personal motivation, such as empowerment and self-accomplishment through the Master’s program. Another factor which influenced teachers’ reconstruction of new identities was institutional pressure. The findings showed that teachers’ integration into academic life reinforced their agency through collaboration, self-enterprising and new self-images, which contributed to enhancing teachers’ professional identities. This agency enabled teachers to overcome institutional pressure. This study brought a snapshot of teachers’ agency during a professional identity development program.
Keywords
EFL ; collaboration ; teacher professional identity ; narrative frames
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