AUTOBIOGRAPHICAL NARRATIVES OF ENGLISH TEACHERS: A look at the formation of professional identity

This study uses autobiographical narratives to present the professional trajectory of two English language teachers employed by Universidad Autonoma de Tamaulipas. In particular, the article examines the impact of the social and educational context on the formation of the participants' agency and professional identity. The paper concludes by highlighting the importance of understanding the nature of each teacher's agency for helping them enhance their pedagogical practice and achieve congruent professional development. The advantages of autobiography as a methodological strategy that allows for an improved understanding of the ways in which teachers' professional identities are constructed and reconstructed are also emphasized. Similarly, the study stresses the argument that autobiographies enable teachers to establish a more active and reflexive relationship with their past and present experiences. Adapted from the source document.