Impact of TESOL Teacher Education on Teachers’ Professional Identity Formation of Private University Teachers of Bangladesh

Abstract

English language teachers can benefit from enrolling in teacher education programs, as these can help them develop new skills and competencies applicable in the classrooms. These programs can also assist teachers in cultivating a professional identity that can positively impact their work environment. Recent studies on teacher education and professional identity have shown that teachers often face identity crises in search of being accepted as legitimate teachers and become more enthusiastic about participating in teacher education programs like TESOL (Teaching English to the Speakers of Other Languages) to equip themselves with the required tools and strategies to overcome the struggles that may arise while teaching different levels of students. Therefore, this study investigates the impact of PCK (Pedagogical Content Knowledge) of TESOL (knowledge on diverse subjects, learners' backgrounds, styles, levels, and socio-cultural contexts) on in-service teachers' professional identity formation. Following Dewey's pragmatic theory of experience, which focuses on a person's everyday experience that is shaped by prior experience and the impact of current experience on future knowledge, this qualitative research employed a narrative study approach, using interviews to explore different private university inservice English language teachers' learning and teaching experiences. The sampling procedure involved purposive sampling to ensure alignment with the research objectives. Moreover, classroom observations, surveys, and interview transcripts vividly demonstrated the effectiveness and obstacles of the TESOL program in terms of formulating a robust professional identity for English language teachers at different private universities. While TESOL has received considerable attention as a professional program for language teachers, the findings suggested that professional identity still needs to be a primary focus of TESOL classrooms. Hence, this research underscored the importance of integrating critical aspects of teachers' vi professional identity into the TESOL program to effectively foster both TESOL knowledge and teachers' identity among the participants of this teacher education program.