<![CDATA[Background. Madrasah teachers may negotiate professional identity through subject knowledge, moral commitments, learner dignity and feedback from classroom relationships. Purpose. This revision explores how reflective narrative could link consequential classroom experiences to teacher self-positioning and emerging pedagogical adjustment, using the newest MA Ma’arif Ambulu T1–T6 instrument as an illustrative analytical source. Method. Six teacher-specific model profiles (Akidah Akhlak, Indonesian Laguage, Mathematics, Islamic Cultural History, Biology and English) were mapped across narrative interview prompts, chronological profiles, weekly reflection templates and observation exemplars. The original manuscript additionally reports student and school-leader participation, but corresponding primary responses are not contained in the newly supplied file. Results. The worked cases illustrate six different tensions and provisional teaching responses: ethical case discussion, safer literary argument, contextual algebra, reasoned historical interpretation, environmental observation and low-risk spoken practice. Across examples, professional positioning combines academic demands with the protection of learner dignity; responses are uneven and change is not established as sustained. Conclusion. A recursive model of relationally accountable narrative positioning is offered as a proposition requiring empirical authentication. Because the attached instrument calls its responses illustrative, this draft must not be represented as verified interview-based results.]]>
