Professional development workshops have created a meaningful impact on shaping teachers’ instructional practices and identities. However, the influence of workshop participation on English as a Foreign Language (EFL) teachers’ professional identity, particularly in the Indonesian context, remains underexplored. This study aims to investigate the experiences of three Indonesian female English teachers in participating in over ten professional development workshops and how these experiences contributed to the development of their Teacher Professional Identity (TPI). Employing a narrative inquiry design, the study draws on data from narrative frames, semi-structured interviews, and document analysis to explore the interplay between workshop participation and the four dimensions of TPI: instructional beliefs, self-efficacy, commitment, and teacher agency (Lu et al., 2024). Findings reveal that workshops offered meaningful learning experiences, peer interactions, and practical skill-building opportunities aligned with the theoretical framework of Bojanic & Jovanov (2018), enhancing both pedagogical knowledge and instructional adaptability. Teachers reported that their instructional beliefs shifted towards more student-centered practices, and their self-efficacy was reinforced through learning new strategies. The workshops also deepened their emotional commitment to the teaching profession and improved their agency in decision- making and classroom innovation. These findings support the argument that well- structured workshops can serve as transformative spaces for sustainable professional identity development. The study contributes to the growing literature on EFL teacher identity by demonstrating that reflective and collaborative workshop engagement enables teachers to actively reconstruct their professional selves. It recommends incorporating identity-sensitive approaches in workshop designs to better support teachers’ evolving professional roles in diverse educational contexts.
