Noni Mia Rahmawati, Yansyah Yansyah, Yohanis Nurak Siwa, Bambang Yudi Cahyono
Studies on English teachers’ identities are abundant, but those on English for specific purposes (ESP) teachers in diverse workplaces are scarce. Since workplaces significantly shape teacher identity Pennington, 2014, this study explored how non-English and English departments construct ESP teachers’ identity at four Indonesian universities. Using narrative inquiry via semi-structured interviews based on the adapted TESOL teacher framework Tao & Gao, 2018, data were analysed with Miles et al.’s (2014) phases of qualitative data analysis: (1) data collection, (2) data condensation, (3) data display, and (4) conclusion drawing and verification. Findings revealed that ESP teachers from non-English departments were more deeply engaged with their roles than those from English departments, indicating the importance of institutional backgrounds in constructing ESP teacher identity. The findings emphasize the need for institutional support, workplace social interactions, and activities specially planned to enhance ESP teachers’ professional development, especially for those from non-English departments. Understanding these dynamics can inform teaching policies and practices. © John Benjamins Publishing Company.
Universitas Negeri Malang, Indonesia; Universitas Islam Malang, Indonesia; Universitas Muhammadiyah Banjarmasin, Indonesia; Universitas Katolik Widya Mandira, Indonesia
