Reshaping Teacher Professional Identity through Critical Pedagogy-Informed Teacher Education

Abstract

Considering the significant position of critical pedagogy in teaching English as a foreign language, there is a need for in-depth investigations of novice teachers' professional identity construction through the interaction with critical notions introduced in teacher education programs. As the impact of such programs on novice teachers' professional identity in an EFL context has remained underexplored, this study intends to address the gap. This study examines the role of a teacher education program informed by the principles of critical pedagogy in influencing novice EFL teachers' professional identity construction. Participants were 9 novice EFL teachers whose process of professional identity construction was analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed two major shifts in participants' professional identity. Before the program their identity was characterized by "an attitude of compliance" and "a narrow view of EFL teaching". However after the program they "developed voice" and "adopted a humanistic conception of teaching".