Teacher identity and its impact on english language teaching [Identidad del docente y su impacto en la enseñanza del inglés]
DOI:
https://doi.org/10.62574/rmpi.v5i1.285Keywords:
language instruction, identity, educational qualityAbstract
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.
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