Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

https://doi.org/10.62574/rmpi.v5i1.282

Teacher identity and its impact on english language teaching

Identidad del docente y su impacto en la enseñanza del inglés

Sara Stefany Jácome-Achi

ssjacome@uce.edu.ec

Universidad Central del Ecuador, Quito, Pichincha, Ecuador

https://orcid.org/0009-0000-2994-4898

Elena Isabel Calderón-Delgado

eicalderon@uce.edu.ec

Universidad Central del Ecuador, Quito, Pichincha, Ecuador

https://orcid.org/0000-0002-5326-3088

ABSTRACT

The aim of this literature review article is to analyse the identity of teachers and its impact on

English language teaching. Through a systematic review of 25 research studies published

between 2009 and 2024, four fundamental dimensions are examined: the processes of identity

construction, the contextual factors that shape it, the intercultural perspectives inherent to

language teaching, and its impact on educational practice. Teaching identity emerges from the

interaction between personal experiences, academic training and institutional contexts,

manifesting itself in concrete pedagogical decisions that determine the quality of the training

processes. It is evident that teachers with consolidated professional identities implement more

coherent, adaptive and innovative practices. The identity of the teacher has a decisive impact

on the teaching of English by configuring essential curricular components: methodological

approaches, curricular adaptations, scaffolding strategies, selection of teaching resources,

assessment practices, intercultural mediations and learning environments.

Descriptors: language instruction; identity; educational quality. (Source: UNESCO Thesaurus).

RESUMEN

Este artículo de revisión documental tiene por objetivo analizar la identidad del docente y su

impacto en la enseñanza del inglés. Mediante una revisión sistemática de 25 investigaciones

publicadas entre 2009-2024, se examinan cuatro dimensiones fundamentales: los procesos de

construcción identitaria, los factores contextuales que la configuran, las perspectivas

interculturales inherentes a la enseñanza de lenguas, y su impacto en la práctica educativa. La

identidad docente emerge de la interacción entre experiencias personales, formación

académica y contextos institucionales, manifestándose en decisiones pedagógicas concretas

que determinan la calidad de los procesos formativos. Se evidencia que docentes con

identidades profesionales consolidadas implementan prácticas más coherentes, adaptativas e

innovadoras. La identidad del docente impacta decisivamente en la enseñanza del inglés al

configurar componentes curriculares esenciales: enfoques metodológicos, adaptaciones

curriculares, estrategias de andamiaje, selección de recursos didácticos, prácticas evaluativas,

mediaciones interculturales y ambientes de aprendizaje.

Descriptores: enseñanza de idiomas; identidad; calidad de la educación. (Fuente: Tesauro

UNESCO).

Received: 27/12/2024. Revised: 03/01/2025. Approved: 08/02/2025. Published: 27/02/2025.

articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

INTRODUCTION

The professional identity of the English teacher is a complex and multidimensional construct

that has attracted increasing attention in contemporary educational research. This

phenomenon, far from being a peripheral aspect, is positioned as a central element that

significantly shapes pedagogical practices and training outcomes in foreign language teaching.

The relevance of this analysis lies in the fact that professional identity transcends the mere

accumulation of technical competences, constituting an interpretative framework through which

teachers give meaning to their work, make pedagogical decisions and establish relationships

with their students and educational communities. As Pennington & Richards (2016) point out,

teacher identity integrates personal, contextual and professional factors that operate

simultaneously, configuring a dynamic construct that evolves throughout the professional

career.

To address this complexity, the present study examines a corpus of 25 research papers

published between 2009 and 2024, selected for their relevance and contribution to the field. The

review is therefore structured around four fundamental analytical axes: (1) the construction and

development of the professional identity of teachers, where the formative processes and

trajectories of identity development are examined; (2) the contextual factors and influences on

the identity of the English teacher, which analyses how various sociocultural, institutional and

relational elements shape professional identity; (3) intercultural and linguistic perspectives,

which delves into the cultural and linguistic dimensions inherent to the identity of the foreign

language teacher; and (4) the impact of teacher identity on the teaching of English, which

examines how professional self-conceptions materialise in specific pedagogical practices.

In this sense, this literature review article aims to analyse teacher identity and its impact on the

teaching of English.

Construction and development of the professional identity of teachers

The formation of the professional identity of the English teacher is a complex and

multidimensional process that has been approached from different theoretical and

methodological perspectives. In this sense, Yazan (2023) proposes a comprehensive

conceptual framework that recognises the dynamic and contextually situated nature of teacher

identity, arguing that it is constructed at the intersection of personal experiences, academic

training and institutional realities. This perspective is complemented by Pennington & Richards

(2016), who develop a model that meticulously integrates personal (beliefs, values, linguistic

history), contextual (sociocultural environment, educational policies) and professional (training,

experience, communities of practice) factors, demonstrating that teacher identity emerges from

the continuous interaction between these dimensions.

On the other hand, Miller (2009) delves into the fundamental aspects of teacher identity from a

sociocultural perspective, emphasising how personal and professional narratives intertwine to

give meaning to the teaching experience. This vision is expanded by Martel & Wang (2014),

who situate the identity of the language teacher in a broader framework of language and

education policies, pointing out the tensions that arise when teachers must negotiate between

institutional mandates and their own pedagogical convictions.

Likewise, the systematic review by Sadeghi & Bahari (2022) offers a critical synthesis of existing

research, identifying recurring patterns and significant gaps in the understanding of second

language teacher identity. Their analysis reveals that, while there is growing recognition of the

fluid and negotiated nature of teacher identity, methodological challenges remain in capturing its

complexity. On the other hand, Chen et al. (2023) explore the interrelationship between the

development of academic literacy and the construction of professional identity in novice

teachers who are not native English speakers, revealing how academic reading and writing

practices not only develop linguistic competences, but also fundamentally transform how these

teachers perceive themselves as professionals. In addition, Cai et al. (2022) provide empirical

evidence on how teaching practices influence professional identity, identifying self-efficacy as a

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

crucial mediator in this process, which suggests that successful classroom experiences

positively reinforce emerging professional identity.

In terms of the position of Trejo-Guzmán & Mora-Vázquez (2018), they offer a contextualised

analysis of professional identity in novice English teachers in Mexico, highlighting the tensions

between the training received and the realities of the classroom, as well as the adaptation

strategies that these teachers develop. For their part, Herrera-Espinoza et al. (2023) delve

deeper into the vocational dimension of teacher identity, arguing that vocation is not simply a

prerequisite but a component that is constructed and reconstructed throughout one's

professional career, influenced by significant experiences and critical reflection. In contrast,

Albuquerque (2023) provides an overview of the state of knowledge on teacher identity in

primary education, pointing to the evolution of conceptualisations and research methodologies,

as well as the growing attention to specific contextual factors that shape professional identity at

this educational level.

These aforementioned studies indicate that the construction of the professional identity of the

English teacher does not follow a linear trajectory, but constitutes an iterative process of

negotiation, adaptation and reconfiguration that responds both to formative experiences and to

practical challenges. This dynamic perspective contrasts with more static visions of teacher

professionalisation and highlights the importance of creating spaces for reflection and

communities of practice that support the identity development of English teachers throughout

their careers.

Contextual factors and influences on the identity of the English teacher

The identity of the English teacher is profoundly shaped by a constellation of contextual factors

that operate at multiple levels, from the interpersonal to the sociopolitical. In this context,

Basalama & Machmud (2018) carry out a detailed analysis of how role models exert a formative

influence on the development of teacher identity, demonstrating that trainee teachers not only

internalise pedagogical practices but also the ethical and professional stances of their mentors,

this identity modelling process is particularly significant in contexts where English is taught as a

foreign language, where professional role models may be scarce or culturally distant.

On the other hand, Wang et al. (2021) adopt an innovative ecological approach to examine

identity in English language teaching, conceptualising it as a dynamic system that emerges from

the interaction between the teacher and multiple contextual layers. Their model of dynamic role

identity systems allows us to visualise how teachers' identities are constantly reconfigured in

response to changes in the educational environment, language policies and social expectations,

offering a more holistic perspective than traditional approaches.

Likewise, Chacón (2010) addresses an often invisible but crucial dimension: how accent

influences the construction of the professional identity of non-native English teachers. Its

analysis from a critical perspective reveals the linguistic and ideological tensions experienced by

these teachers, who often internalise hierarchies that privilege ‘native’ accents and must

negotiate their professional legitimacy against normative expectations about ‘correct’

pronunciation. This work shows how apparently technical factors such as accent are permeated

by power relations that profoundly affect professional self-conceptualisation.

In addition, Vanegas-Ortega & Fuentealba-Jara (2019) delve into the dialectical relationship

between reflection, pedagogical practice and professional identity, arguing that critical reflection

is not simply a tool for improving practice but a fundamental mechanism for identity

construction. Their analysis demonstrates how spaces for collective reflection allow teachers to

reinterpret their experiences, question implicit assumptions and reconstruct professional

narratives that are more coherent with their values and aspirations. Meanwhile, Derakhshan et

al. (2020) provide empirical evidence on the interrelationship between professional identity,

autonomy and teaching success, revealing that the perception of professional autonomy acts as

a catalyst that enhances the impact of identity on performance. This work has significant

implications for educational policies, suggesting that institutional environments that excessively

restrict teacher autonomy can undermine the development of strong professional identities and,

consequently, pedagogical effectiveness.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

Incidentally, the studies by Huang et al. (2023) and Choi & Park (2022) offer contextualised

analyses of how global crises such as the COVID-19 pandemic caused accelerated

reconfigurations of teacher identities. Likewise, Huang et al. meticulously document the

emotional attitudes, identity transformations and coping strategies developed by English

teachers during emergency remote teaching, while Choi & Park examine how teaching practices

during the pandemic catalysed deep reflections on professional vocation and the purpose of

teaching. Both studies reveal the adaptive nature of teacher identity in the face of significant

contextual disruptions.

For their part, Lin et al. (2024) analyse another type of contextual change: the implementation of

a new competency-based curriculum. Their research demonstrates how curricular reforms not

only demand technical adaptations, but also provoke fundamental reconsiderations of

professional identity, especially when they involve paradigmatic transitions in the conception of

teaching and learning. Therefore, teachers do not passively implement these changes, but filter

them through their existing professional identities, generating creative adaptations and selective

resistance.

In another context, Chen et al. (2022) shed light on the frequently underestimated emotional

dimension of teacher identity, documenting how emotional experiences during initial training

decisively influence identity construction. Their analysis of the narratives of trainee teachers

reveals complex emotional patterns ranging from anxiety and insecurity to satisfaction and

professional pride, demonstrating that the affective dimension is not peripheral but constitutive

of teacher identity. Consequently, Tinoco-Villanueva (2024) delves into the meaning that

teachers attribute to their teaching practices, revealing how these subjective interpretations are

interwoven with their professional identities. Her phenomenological analysis demonstrates that

pedagogical practices are not simply technical applications of methodologies but embodied

expressions of how teachers understand themselves professionally and conceive of their social

role.

This category, as a whole, shows that the identity of the English teacher does not develop in a

vacuum, but is deeply interwoven with specific sociocultural, institutional and political contexts.

The contextual factors are not merely external influences but constitutive elements of

professional identity, which indicates the importance of adopting situated and ecological

approaches to understand and support the identity development of English teachers.

Impact of teacher identity on pedagogical practice

The professional identity of the English teacher is not simply an abstract construct but an

operational force that decisively shapes pedagogical practices and, by extension, educational

outcomes. In this context, Winchester (2013) carries out a pioneering analysis of how the

identity of the teacher influences the construction of identity of students in English teaching

contexts. his research reveals subtle but powerful mechanisms through which teachers,

consciously or unconsciously, project their own conceptions of language learning, linguistic

legitimacy and cultural aspirations, thus shaping the emerging identities of their students as

English language learners, this work demonstrates that language teaching is never neutral but

is imbued with identity positions that have formative consequences for students.

In line with this, Shahidzade & Mazdayasna (2022) explore this further by examining how

specific pedagogical practices, in this case, the use of short stories translated into L1 and L2,

mediate the construction of identity in Iranian English learners. Their analysis reveals that these

practices not only facilitate language acquisition, but also open up spaces for complex identity

negotiations, where students oscillate between language investment (oriented towards

professional and personal development) and language consumption (oriented towards

entertainment and enjoyment). This study demonstrates how teachers‘ pedagogical decisions,

informed by their own professional identities, create specific conditions for students’ identity

development.

In addition, Kayi-Aydar (2019) establishes systematic connections between teacher identity and

classroom practices, arguing that teachers' professional self-conceptions materialise in concrete

pedagogical decisions about the selection of content, methodologies, assessment and

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

management of interaction. Their analysis shows that teachers with more coherent and

reflective professional identities tend to develop more consistent and theoretically grounded

pedagogical practices, while those with fragmented or conflicting identities may manifest

inconsistencies between their stated beliefs and their actual practices.

In contrast, Derakhshan et al. (2020) provide empirical evidence on the effects of professional

identity on teaching success, demonstrating significant correlations between a strong

professional identity and various indicators of pedagogical effectiveness; this identifies specific

mechanisms through which identity influences performance, including greater persistence in the

face of challenges, greater willingness to innovate pedagogically and more productive

relationships with students and colleagues. Therefore, these authors state that strengthening

professional identity is not simply a goal of personal development but a strategy to improve the

quality of education.

For his part, Tinoco-Villanueva (2024) delves into the hermeneutic dimension of teaching

practice, exploring how English teachers interpret and attribute meaning to their teaching

practices in relation to their professional identities, their phenomenological analysis reveals that

pedagogical practices are imbued with personal and professional meanings that transcend their

technical dimension, constituting expressions of how teachers understand their educational

mission and their social contribution, this work demonstrates that coherence between

professional identity and pedagogical practice is not automatic, but requires continuous

processes of reflection and interpretation.

In addition, Choi & Park (2022) establish empirical connections between professional identity,

teacher motivation and pedagogical effectiveness in the challenging context of teaching during

the pandemic. These authors confirm that teachers with more resilient and adaptive

professional identities were able to maintain higher levels of motivation and commitment despite

the difficulties, which translated into more meaningful learning experiences for their students,

thus the value of professional identity as a resource for dealing with adverse pedagogical

situations. As for Huang et al. (2023), they examine in greater detail the coping strategies and

emotional attitudes that mediate between teacher identity and pedagogical practice in crisis

contexts. This multidimensional analysis demonstrates that professional identity functions as an

interpretive framework that allows teachers to make sense of disruptive situations and develop

pedagogical responses consistent with their professional values and commitments. Therefore,

identity not only influences routine practices, but is particularly crucial at times that require

pedagogical improvisation and creative adaptation.

Consequently, Cai et al. (2022) identify specific psychological mechanisms of self-efficacy and

commitment to learning, which mediate between professional identity and educational

outcomes. their explanatory model demonstrates that teacher identity influences the perception

of self-efficacy, which in turn affects the level of commitment to continuous professional

learning, generating a virtuous cycle that enhances pedagogical effectiveness, this contribution

has significant implications for the design of professional development programmes, suggesting

that these should simultaneously address identity construction and the strengthening of self-

efficacy.

What has been discussed so far in this category paints a convincing picture of how the identity

of the English teacher translates into specific pedagogical practices that decisively influence the

educational experience of students. Far from being a secondary variable, professional identity

emerges as a determining factor of educational quality, which justifies its priority consideration

in initial and continuing training programmes for English teachers.

Intercultural and linguistic perspectives on the identity of the English teacher

Teaching English as a foreign or second language places teachers at complex cultural and

linguistic intersections that distinctly shape their professional identity. Basalama & Machmud

(2018) explore this intercultural dimension by analysing how role models influence the identity

development of teachers in contexts where English is not the dominant language. Their

research reveals that these teachers not only internalise pedagogical practices, but also actively

negotiate between different cultural references, selectively adapting elements that they consider

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

compatible with their local contexts. This process of selective cultural appropriation is

fundamental for developing authentic professional identities that transcend the mere imitation of

Anglo-centric models.

For their part, Derakhshan et al. (2020) delve into the interrelationship between professional

identity, autonomy and teaching success in intercultural environments, demonstrating that

English teachers operate in pedagogical spaces where different cultural expectations about

teaching and learning converge and sometimes collide. Their analysis reveals that the ability to

navigate these intercultural tensions, between globalised communicative methodologies and

local educational traditions, constitutes a crucial component of the professional identity of

successful teachers, which indicates that professional autonomy acquires a particular meaning

in intercultural contexts, manifesting itself as the ability to make culturally sensitive pedagogical

adaptations without compromising fundamental educational principles.

In this context, Shahidzade & Mazdayasna (2022) offer an innovative perspective by examining

how specifically culturally situated pedagogical materials, short stories translated between L1

(Persian) and L2 (English), mediate identity construction processes in both students and

teachers. Their detailed analysis reveals how these texts function as spaces for intercultural

negotiation where representations of one's own and other cultures are confronted and

reconfigured. for teachers, the selection and implementation of these materials implies complex

identity positions regarding which aspects of English-speaking cultures are relevant for their

students and how they can engage productively with local cultural references. Therefore, it is

demonstrated that apparently technical decisions about teaching materials are deeply

impregnated with identity and intercultural considerations.

On the other hand, Winchester (2013) meticulously examines the potential impact of the teacher

on the identities of students in contexts of teaching English as a foreign language, revealing

subtle but powerful mechanisms through which teachers transmit not only linguistic knowledge

but also cultural and value orientations, thus demonstrating that English teachers inevitably

project their own intercultural identity negotiations, influencing how students position themselves

in relation to English and the cultures associated with this language, thus, the ethical

responsibility of teachers to critically reflect on their own intercultural identities and how these

shape their pedagogical practices.

In this category, it is argued that the identity of the English teacher is intrinsically interwoven

with intercultural and linguistic dimensions that transcend merely technical aspects of teaching,

English teachers not only teach a linguistic system but also operate as intercultural mediators

whose professional identities are constructed in the continuous negotiation between different

cultural and linguistic horizons. This perspective contrasts with more instrumental approaches to

English teaching and highlights the importance of creating training spaces where teachers can

reflectively explore the intercultural dimensions of their professional identity.

In addition, this category shows that the intercultural and linguistic dimension is not peripheral

but constitutive of the identity of the English teacher. Especially in contexts where this language

is taught as a foreign language, understanding these intercultural dynamics is fundamental for

the development of teacher training programmes that transcend technical reductionism and

prepare teachers to consciously navigate the complex cultural and linguistic territories that

characterise contemporary English teaching.

Impact of the teacher's identity on English teaching

The teacher's identity is a determining factor that significantly shapes the processes of English

teaching and learning in multiple curricular and pedagogical dimensions. This impact is

manifested in essential components of educational practice:

In the didactic-methodological sphere, professional identity decisively guides the selection and

implementation of pedagogical approaches. The research of Kayi-Aydar (2019) and

Derakhshan et al. (2020) shows that teachers filter methodological proposals through their

identity constructs, favouring those that align with their conceptions of second language

acquisition. These authors emphasise that teachers with consolidated professional identities

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

demonstrate a greater capacity to implement active methodologies and communicative

approaches that promote meaningful learning, while those with less developed identities tend to

adopt more transmissive practices centred on formal aspects of the language.

In the curricular dimension, teacher identity operates as a mediator in the didactic transposition

of the prescribed curriculum to the real curriculum, in this order, Lin et al. (2024) document how

teachers, from their identity positions, reinterpret the official curricular guidelines, making

adaptations that respond to their pedagogical conceptions about the teaching of English. This

mediation determines the sequencing of content, the prioritisation of specific language skills and

the contextualisation of expected learning according to the perceived needs of their students.

In the field of learning management, scaffolding strategies and the teaching sequences

implemented clearly reflect the influence of the teacher's identity. Winchester (2013),

meanwhile, demonstrates that the patterns of pedagogical interaction established in the

classroom not only facilitate the construction of communicative competences, but also implicitly

transmit conceptions about linguistic legitimacy. Therefore, teachers with interculturally sensitive

identities tend to implement scaffolding strategies that validate linguistic diversity and promote

intercultural communicative competence as a training objective.

In the selection and adaptation of teaching resources, the impact of professional identity is

clearly evident. Shahidzade & Mazdayasna (2022) argue that these curricular decisions involve

complex identity positions that determine which cultural and linguistic representations are

legitimised in the educational process. Consequently, teachers with critical-reflective identities

tend to select or adapt materials that promote critical literacy and intercultural awareness, while

those with more instrumental identities prioritise resources aimed at the development of specific

functional skills.

In the evaluative component of the educational process, the teacher's identity shapes both the

instruments and the evaluation criteria implemented. Conceptions of what constitutes

meaningful learning of English, rooted in professional identity, determine whether assessments

focused on grammatical accuracy or communicative competence are favoured, whether

formative or summative evaluative approaches are adopted, and what feedback strategies are

implemented to guide the learning process. While teachers with identities oriented towards

socio-constructivist approaches tend to implement authentic assessment systems that value the

development of communicative competences in meaningful contexts.

The intercultural dimension of the English curriculum is particularly influenced by teacher

identity. Basalama & Machmud (2018) show that teachers, as intercultural mediators, determine

from their identity constructs which aspects of English-speaking cultures are incorporated into

the actual curriculum and how these relate to the students' sociocultural referents. This

mediation decisively shapes the development of intercultural communicative competence as a

cross-curricular educational objective. Therefore, teachers with interculturally reflective identities

tend to implement teaching sequences that promote the comparative analysis of cultural

practices and the development of attitudes of openness towards diversity.

The management of specific linguistic aspects within the curriculum, such as the teaching of

pronunciation and sociolinguistic variation, clearly reflects the impact of teacher identity, while

Chacón (2010) documents how non-native teachers, from their identity positions, make

curricular decisions about which varieties of English to legitimise in the classroom and which

approaches to implement for the teaching of pronunciation, these decisions determine whether

a model of plurilingual competence is promoted or whether idealised monolingual standards are

reinforced.

The capacity for curricular adaptation in the face of changing educational contexts is

significantly determined by teacher identity. Huang et al. (2023) and Choi & Park (2022) show

that, during disruptive situations such as the transition to virtual learning environments, teachers

with more resilient professional identities implemented innovative curricular adaptations that

maintained pedagogical coherence despite contextual limitations, this shows that professional

identity constitutes a fundamental resource for curricular flexibility and pedagogical innovation in

challenging contexts.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

The classroom climate and the socio-emotional component of learning are significantly

influenced by teacher identity. Cai et al. (2022) identify how teacher self-efficacy, rooted in

professional identity, determines the ability to establish learning environments that promote the

psychological security necessary for the development of communicative competences. In this

sense, teachers with consolidated professional identities tend to implement strategies that

reduce the affective filter and promote the willingness of students to actively participate in

meaningful communicative interactions.

In consideration, the identity of the teacher has an impact on the development of autonomy and

metacognition in students, in this context, Winchester (2013) and Shahidzade & Mazdayasna

(2022), show that teachers, from their identity constructs, implement didactic strategies that

shape how students develop their self-regulation in learning English, teachers with identities

oriented towards lifelong learning tend to implement didactic sequences that promote

metacognitive reflection and the development of autonomous learning strategies.

CONCLUSION

The identity of the teacher has a decisive impact on the teaching of English by configuring

essential curricular components: methodological approaches, curricular adaptations, scaffolding

strategies, selection of teaching resources, assessment practices, intercultural mediations and

learning environments.

This impact indicates the importance of incorporating reflective components into initial and

continuing teacher training programmes that promote the development of solid, adaptive and

interculturally sensitive professional identities, capable of implementing pedagogical practices

consistent with the contemporary challenges of English language teaching.

Consequently, the professional identity of the English teacher constitutes a multidimensional

and dynamic construct that transcends the mere accumulation of technical competences,

configuring itself as a determining factor in the quality of the teaching-learning processes.

This identity is constructed at the intersection of personal experiences, academic training,

institutional contexts and sociocultural factors, manifesting itself concretely in pedagogical

decisions, selection of didactic resources, evaluative approaches and intercultural mediations.

Particularly significant is the evidence that demonstrates how teachers with consolidated,

reflective and culturally sensitive professional identities implement more coherent, adaptive and

innovative practices that promote meaningful learning of English.

FINANCING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with people or institutions linked to the research.

ACKNOWLEDGEMENTS

To the English teachers.

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Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 31-40, 2025

Identidad del docente y su impacto en la enseñanza del inglés

Teacher identity and its impact on english language teaching

Sara Stefany Jácome-Achi

Elena Isabel Calderón-Delgado

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