| dc.description.abstract | Professional identity construction for English lecturers in language
education is a complex and ongoing process crucial in educational settings. This
journey involves continual reflection and refinement influenced by personal beliefs,
teaching philosophy, and lived experiences (Beijaard, Verloop, & Vermunt, 2000).
Despite existing study on professional identity among educators, there remains a
notable gap in understanding the specific context of English lecturers, particularly
within narrative inquiry, by delving into their perceptions and strategies for
negotiating professional roles and overcoming challenges.
Employing narrative inquiry as the methodological approach, this study
provides a deep reflection on the stories of English lecturer. Through in-depth
interviews with a single participant, the study seeks to unravel the processes through
which individuals make meaning of their experiences, offering valuable insights
into language teaching contexts. Further, the data for this study was analyzed by
using the five key methodologies in interview data transcription by Widodo (2014).
This study reveals that an English lecturer constructs and perceives her
professional identity and navigates the challenges through personal values,
experience, education, and social interaction. The participant exemplifies how her
great personal values and good social interaction influence her decision in studying
abroad and make her having a valuable experience. Furthermore, it gives the
participant with job satisfaction, commitment to the profession and continued career
growth, which in line with professional identity theory by Norton (2006).
Additionally, the participant overcomes the challenges by balancing various
responsibilities, from administrative tasks to adapting teaching methods to meet the
needs of diverse students. | en_US |
