The Effects of Teaching Abroad Experience on Professional Teacher Identity Development of EFL Teachers

Abstract

This study investigates in what ways the teaching abroad experience contributes to in-service English language teachers’ identity development. In the study, qualitative research approach was adopted and semi-structured, in-depth interviews with nine English language teachers were conducted. Reflexive thematic analysis of interview transcripts suggests that the teaching abroad experience provides unique opportunities for teachers’ identity development. The findings point out that having multiple identities during the teaching abroad program, having more agency as a teacher, working with motivated students who are eager to learn the target language, and developing communicative competence have transformative effects in shaping the teachers’ professional identities. Findings also highlight the need for more structured activities during the teaching abroad process to better facilitate teachers’ identity development processes.