Factors Contributing in the Construction of EFL Teachers’ Professional Identity:A Case Study of EFL Initial Teachers at UNRWA University in Jordan

Abstract

ABSTRACT

Construction of teacher's identity is viewed as a complex and dynamic process in which teachers experience struggle and changes because of various factors and forces; The process by which English Foreign Language (EFL ) teachers form new professional identities through negotiation with themselves and others to adjust themselves to new contexts has attracted hardly the attention in the literature, particularly in the Arab region (Abou-Assali, 2013).

As UNRWA University is one of the most important educational institutions in Jordan that offers primary and secondary education to Palestinian refugee children, construction of its initial teachers' identity is very important in order to produce high quality education. In addition, construction of teachers' identity will be reflected on the knowledge and culture of the students and then to their contribution in building the nation.

This research seeks to explore factors that influence the construction of EFL teachers' professional identity at UNRWA university in Jordan.

A qualitative case study was used in which data was gathered through collective classroom observation, and in-depth semi-structured interviews with 6 Palestinian and Jordanian FESA teachers. Thematic analysis was used to analyze the data. The analysis indicates various factors affecting the EFL teachers' identity construction at  UNRWA university in Jordan.

Findings reveal that identity construction is a complex process and that there are various factors affecting the identity construction of EFL teachers; the participants of this research construct their professional identity by engaging in their teaching environment and shared practice with their supervisors, colleagues, students and administration; other factors , among others, including practicum, beliefs , knowledge, families , past teachers and community membership contribute in shaping the EFL teachers' professional identity at UNRWA university.

The findings of this research expects to contribute to the existing knowledge and researches already conducted in the arena of education process and construction of teachers' identity. They also contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities.