Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Irfan Ullah Stanikzai
Vice chancellor of Academic Research at Rokhan University
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Reflective Autoethnography on the Transformation of Teacher Professional Identity within the Classroom Context Shinta; Andi Rachmawati Syarif; Yuliyanah Sain; Sitti Nurfaidah; Titin Rahmiatin; Maulina; Abdul Halim; Irfan Ullah Stanikzai
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.10073

Abstract

This study examines the transformation of teacher professional identity through a reflective autoethnographic approach situated in classroom practice. Grounded in the view that identity is dynamic and socially constructed, the study investigates how lived teaching experiences, reflection, and professional interaction contribute to identity development. Data were generated from reflective journals, autobiographical narratives, classroom observations, and collegial discussions over an extended teaching period. The findings reveal that identity transformation occurs through three interconnected processes: reflective practice, collaboration, and classroom interaction. Reflective practice functions as the core mechanism enabling the reinterpretation of experiences and the reconstruction of professional beliefs. Collaboration provides a dialogic space for negotiating meaning and developing professional agency, while classroom interaction serves as the primary site where identity is enacted and reshaped. The study also highlights the role of tension, emotion, and vulnerability as productive elements in identity development. Overall, teacher professional identity emerges as a cyclical, context-dependent, and continuously evolving process. This study contributes to the literature by offering an in-depth, experience-based understanding of identity construction and emphasizing the importance of reflective and collaborative practices in supporting teacher professional growth.
Co-Authors Abdul Halim Maulina Sain, Yuliyanah Shinta Sitti Nurfaidah Syarif, Andi Rachmawati Titin Rahmiatin