Professional identity adaptation of expatriate ESL teachers in the State of Qatar

Abstract

This study is concerned with the professional identity adaptation of a group of ten expatriate English teachers working at two governmental institutes in Qatar, focusing on factors affecting teachers’ self-perception and professional identity. Qualitative data collected through in-depth semi-structured interviews and classroom observations revealed that both institutional and intrapersonal factors were involved in shaping the teachers’ professional identity and pedagogical choices, and that there was conflict between the teachers’ expectations and the realities of the local context (interpersonal conflicts). This study provides English teachers who work in a new cultural and social context with pragmatic information and insights about the professional identity adjustment process. It also heightens their awareness of the possible professional identity transitions that they may go through.