Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers
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| Format: | Recurso digital |
| Sprache: | Englisch |
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2025
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| _version_ | 1866902239474352128 |
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| author | Oli, Pampha Kandel, Rajan Kumar |
| author_facet | Oli, Pampha Kandel, Rajan Kumar |
| contents | <p><span>The professional identity of English language teachers is crucial to their instructional effectiveness, self-perception, and students' target language learning. This study explores the perceptions of basic-level English language female teachers on their identity construction in Nepal. Under a qualitative approach that employed a narrative inquiry design, five female teachers from Birendranagar Municipality participated in the study. Data were collected through in-depth interviews and participants’ reflective journals. It showed that teachers’ identity construction was influenced by socio-cultural norms and institutional contexts. Female English teachers actively shaped their professional identities through reflection, resistance, and reconstructive engagements. Findings suggest the need for supportive institutional environments and gender-sensitive policies to enhance English language female teachers’ identity construction in English as a foreign language contexts. This study contributes to a broader understanding of how gender, language teaching, and socio-cultural norms intersect to shape professional identity within the Nepali context through interpretative and socio-cultural lenses.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18448040 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers Oli, Pampha Kandel, Rajan Kumar female teachers professional identity construction socio-cultural expectations teacher agency work-life balance <p><span>The professional identity of English language teachers is crucial to their instructional effectiveness, self-perception, and students' target language learning. This study explores the perceptions of basic-level English language female teachers on their identity construction in Nepal. Under a qualitative approach that employed a narrative inquiry design, five female teachers from Birendranagar Municipality participated in the study. Data were collected through in-depth interviews and participants’ reflective journals. It showed that teachers’ identity construction was influenced by socio-cultural norms and institutional contexts. Female English teachers actively shaped their professional identities through reflection, resistance, and reconstructive engagements. Findings suggest the need for supportive institutional environments and gender-sensitive policies to enhance English language female teachers’ identity construction in English as a foreign language contexts. This study contributes to a broader understanding of how gender, language teaching, and socio-cultural norms intersect to shape professional identity within the Nepali context through interpretative and socio-cultural lenses.</span></p> |
| title | Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers |
| topic | female teachers professional identity construction socio-cultural expectations teacher agency work-life balance |
| url | https://doi.org/10.5281/zenodo.18448040 |