Conceptualizing Teacher Professional Identity in Tertiary Education

Abstract

This study attempted to conceptualize Saudi EFL teacher’s professional identity and the vital role it plays in educational process. Mixed methods’ design was used to answer four research questions using a questionnaire comprised of 14 elements in three subsections: the subject matter field (4 statements), the didactical field (6 statements), and the pedagogical field (4 statements) and semi-structured face-to-face interviews. The 491 randomly selected participants who agreed to take part in the study were aware of the constructs underlying the formation of their professional identity but exclusively confined these constructs to their instructional experience. Future researchers should conduct more comprehensive studies to cater for other constructs that underpin EFL teacher’s professional identity in the Saudi context.