<![CDATA[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.]]>
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