EFL Teachers' Professional Identity: A Narrative Study With Colombian Graduate Students

This paper reports a qualitative narrative study that explored the trajectories of English language teachers-identities before and after their participation in a master-s program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers-identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master-s seminars, which positively influenced the development of the participants-identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.