Exploring the Constructions of English Teachers’ Professional Identity in Islamic Private Junior High Schools Through Bourdieu and Kelchtermans’ Lenses
Keywords:
Professional Identity, English Teachers, Islamic Private school, Habitus, Capital and Field
Abstract
This study investigates the construction of professional identity among English teachers in Islamic private junior high schools by employing a narrative inquiry approach and drawing on the theoretical frameworks of Pierre Bourdieu and Geert Kelchtermans. Through in-depth life story interviews with selected teachers, the research explores how individual habitus, various forms of capital (Bourdieu), and personal interpretative frameworks (Kelchtermans) shape and are shaped by institutional, cultural, and religious contexts. The study reveals that teachers’ professional identities are not fixed entities but are continuously negotiated and reconstructed through their past experiences, educational paths, values, beliefs, and the socio-religious field in which they work. Teachers’ dispositions toward teaching are deeply embedded in their social backgrounds and influenced by both internal (self-image, mission, task perception) and external (contextual challenges, interpersonal relationships) factors. This research offers insights into how professional identity in Islamic educational settings is shaped by a complex interplay of structure and agency, highlighting the need for context-sensitive professional development that acknowledges teachers’ lived experiences. The findings contribute to the discourse on identity formation in English language teaching by emphasizing narrative, cultural, and reflective dimensions in teacher education.
References
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Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764. https://doi.org/10.1016/S0742-051X(00)00023-8.
Beijaard, D., Paulien, C., Meijer., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 107–128. http://dx.doi.org/10.1016/j.tate.2003.07.001.
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Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: theory and practice, 21(6), 624–640. http://dx.doi.org/10.1080/13540602.2015.1044325.
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Bourdieu, P. (1991). Language and Symbolic Power. Oxford, UK: Polity Press. https://monoskop.org/images/4/43/Bourdieu_Pierre_Language_and_Symbolic_Power_1991.pdf
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Canrinus, E.T., Lorenz, M.H., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education. http://dx.doi.org/10.1007/s10212-011-0069-2.
Canrinus, E.T. (2011). Teachers’ sense of their professional identity. Dissertation.
Clandinin, D.J., & Connelly, F.M. (1996). Teachers’ professional knowledge landscapes: teacher stories, stories of teachers, school stories, stories of schools. American Educational Research Association, 25 (3), 24-30.
Clandinin, D. J. (2006). Narrative inquiry: A Methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. https://doi.org/10.1177/1321103X060270010301.
Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
Day, C., Kington, A., Samsons, P., Stobart, G., Gu, Q, Smees., R., & Mujtaba., T. (2006). Variations in Teachers’ Work, Lives and their Effects on Pupils (VITAE): The Key Findings from A Mixed Method Study. Research Report, University of Nottingham, London Institute of Education.
Day, C.W., Kington, A., Stobart, G. and Sammons, P. (2006) ‘The Personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal. http://doi,org/10.1080/01411920600775316.
Day, C., & Kington, A. (2008). Identity, well-being and effectiveness: The emotional contexts of teaching. Pedagogy Culture and Society, 16:1, 7 – 23. http://dx.doi.org/10.1080/14681360701877743.
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. Research on Teacher Identity. Springer International Publishing AG. https://doi.org/10.1007/978-3-319-93836-3_6.
Dirik, I.K. (2016). Is a language teacher's professional identity affected by his/her personal self? International Journal of Language Academy, 4(2), 52-70. http://dx.doi.org/10.18033/ijla.409.
Durrant, J. (2020). Teacher agency, professional development and school improvement. Abingdon: Routledge.
Franzak, J.K. (2002). Developing a Teacher Identity: The Impact of critical friends’ practice on the student teacher. English Education. 34:4, 258-280. http://www.jstor.org/stable/40173075.
Gee, J.P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 99-125. https://doi.org/10.2307/1167322.
Giddens, A. (1984). The Constitution of society: Outline of the theory of structuralism. Berkeley and Los Angeles: University of California Press.
Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediation space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching, 10, 307-327. http://dx.doi.org/10.1080/1354060042000204388.
Han, I. (2016). Conceptualization of English teachers’ professional identity and comprehension of its dynamics. Teachers and Teaching: theory and practice. http://dx.doi.org/10.1080/13540602.2016.1206525.
Han, I. (2021). Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures. Teachers and Teaching: theory and practice. https://doi.org/10.1080/13540602.2021.1939002.
Haryatmoko. (2016). Membongkar Rezim Kepastian, Pemikiran Kritis Post-Strukturalis. Yogyakarya, PT. Kanisius.
Hung, H-Ting. (2008). Teacher learning: Reflective practice as a site of engagement for professional identity construction. US-China Education Review, 5 (5). ISSN.1548-6613, USA 39.
Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44 (4), 764-791.
https://sci-hub.se/https://doi.org/10.2307/2667055.
Islam, S & Ilfiah. (2024). Conceptualizing English teacher identity in pesantren based school. International Journal of English Education & Linguistics (IJOEEL), 6 (2). https://doi.org/10.33650/ijoeel.v6i2.9820.
Ivana, C. (2015). Creativity in EFL teacher training and its transfer to language teaching. Procedia Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.07.562.
Kahveci, P. (2021). Teachers’ narratives as a lens to reveal their professional identity. Shanlax International Journal of Education, 10 (1), 10–25. https://doi.org/10.34293/education.v10i1.4273.
Kao, Y., & Lin, S. (2015). Constructing a structural model of teachers' professional identity. Asian Journal of Management Sciences & Education, 4, pp. 69-81. Available online:
http://www.ajmse.leena-luna.co.jp.
Kelchtermans, G. (1993). Getting the story, understanding the lives: from career stories to teachers’ professional development. Teaching & Teacher Education, 9(6), 443-456. https://doi.org/10.1016/0742-051X(93)90029-G.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995–1006.
Kelchtermans, G. (2009). Who I am in how I teach is the message: self‐understanding, vulnerability and reflection? Teaching and Teacher Education, 15:2, 257-272. http://dx.doi.org/10.1080/13540600902875332.
Kramsch, Claire. (2008). “Pierre Bourdieu: A Biographical Memoir.” In Pierre Bourdieu and Literacy Education, edited by J. Albright and A. Luke, 33-49. New York: Routledge.
Kurniawati, S., Asih, R.A., & Sudiran. (2024). Unveiling the dual facet EFL novice teachers’ identity construction: Professionalism and religious identity. Tarbawi: Jurnal Ilmu Pendidikan, 20 (1), 15-31. https://doi.org/10.32939/tarbawi.v20i1.3826.
Ma’mun, N., Mujiyanto, J., Hartono, R., & Pratama, H. (2022). Exploring English professional teacher identity in an Islamic school. ISET: International Conference on Science, Education and Technology,101-200.
https://proceeding.unnes.ac.id/index.php/ISET/article/view/1744.
Ma’mun, N., Riyono, A., & Annury, N. (2024). Uncovering the habitus and capital towards the professional identity of EFL teacher in Islamic school. AICONICS Proceedings, Vol. 2. ISSN: 2715-0550.
Marom, L. (2017). Eastern/Western conceptions of the “Good Teacher” and the construction of difference in teacher education. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2017.1399982.
Mofrad, E.Z. (2016). Exploring the professional identity of the Iranian English teachers: The case of English Institutes of Iranshahr. Theory and Practice in Language Studies, 6(4), 843-848. http://dx.doi.org/10.17507/tpls.0604.23.
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Published
2026-05-31
How to Cite
Ma’mun, N., Riyono, A., & Hamer, W. (2026). Exploring the Constructions of English Teachers’ Professional Identity in Islamic Private Junior High Schools Through Bourdieu and Kelchtermans’ Lenses. Journal of English Education Studies, 9(1), 1-14. https://doi.org/10.30653/005.202691.177
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Articles
Copyright (c) 2026 adiah Ma'mun, Ahdi Riyono, Welliam Hamer
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