The journey of becoming a non-native English teacher (NNEST) has posed a profound dilemma for my academic life. It commenced with a disinterest in English, eventually evolving into a professional NNEST. This research is autobiographical research in which the research aims to reveal and document the story of my dynamic and complex academic journey in the formation of my identity as an English teacher starting from the formation of my identity as an EFL until finally my professional identity as a NNEST began to form and have an impact on my NNEST professional identity (present).
The data used in this research comprises reflections on my journey, starting from the first stages of learning English, as well as insights gained through teaching English in secondary schools. The data collection techniques in this study are bifurcated into two categories: 1) Language Learning Histories (LLH), consisting of reflective writings crafted in connection with personal experiences in learning English, and 2) Narrative Frames, which are templates containing a series of structured and incomplete sentences. These frames serve to structure the narrative reflections, specifically aiding in the reflection on my teaching experiences. To ensure precision in the data analysis process, this research employs thematic analysis, involving three coding stages: 1) open coding, 2) axial coding, and 3) selective coding.
The findings of this research revealed that the shaping of my identity as a non-native English teacher (NNEST) is intricately linked to my experiences as a student and in my initial role as a teacher. However, my professional development as a teacher is primarily rooted in teaching experiences, with a greater emphasis on two key aspects: the professional context and the external political environment. Additionally, this research aspires to offer a foundational understanding for teachers, guiding them on optimal ways to enhance their professionalism. Furthermore, it provides crucial recommendations for policymakers in crafting teacher professional development programs that align with contemporary characteristics and trends. This approach aims to cultivate a generation of innovative and character-rich professional teachers, contributing to the creation of a better education.