Riris Marisa, Sri Rachmajanti, Mirjam Anugerahwati
In the realm of English language teaching, EFL teachers’ professional development is crucial for effectively navigating evolving educational environments that require the integration of technology into the educational landscape amid continuous technological advancements. A case study involving 5 EFL teachers from various domains and educational backgrounds was intended to dismantle the factors that influence EFL teachers’ digital competence and how this competence is reflected in their professional identity (PI). DigCompEdu framework (Redecker & Punie, 2017) and teachers’ personal interpretative (TPI) framework (Kelchtermans, 1993, 2009) guided the thematic analysis. Organizational communication, professional collaboration, and reflective practice were disclosed as contributing factors to support EFL teachers’ PI development. Besides, task perception and job motivation were unraveled as digital competence reflected in EFL teachers’ PI. In general, the accentuated data analysis pointed out EFL teachers possessed multiple identities that are alternate in social interaction and pedagogical implication. The findings are deemed valuable to inform the EFL teachers’ excessive values and beliefs of digital competence in relation to their PI. Educational institutions, government, and other nested education stakeholders are suggested to equip practical supports towards EFL teachers’ digital competence development. Finally, limitations of the study and suggestions for further research are discussed. © 2024 Riris Marisa, Sri Rachmajanti & Mirjam Anugerahwati
Universitas Negeri, Malang, Indonesia
