| dc.description.abstract | This study explores the professional identity development of an English as a Foreign Language
(EFL) teacher through a narrative inquiry approach. The research aims to understand how an
EFL teacher construct, negotiates, and reflect on her professional identity across different stages
of her teaching journey. The participant of this study was a female English teacher at an
inclusive high school in Yogyakarta, Indonesia. Data were collected through semi-structured
interviews, supported by documents and transcript, and analyzed thematically using Barkhuizen
(2014) narrative framework. The findings demonstrate that the teacher’s professional identity
is shaped through four interrelated dimensions: an ongoing process of interpretation and
reflection, the influence of personal and contextual factors, the negotiation of multiple sub-
identities (as teacher, mentor, and homeroom leader), and the exercise of agency in teaching
practice. The participant’s stories demonstrate that enjoyment, empathy, and moral satisfaction
are central to sustaining her professional growth. The study concludes that teacher identity
development is a continuous, dynamic, and context-bound process influenced by individual
beliefs, school culture, and social interaction. The research highlights the significance of
reflective practice and institutional support in nurturing teacher identity within inclusive EFL
settings. | en_US |
