Reconstructing professional identity through collaboration in pluralistic approaches

Abstract

This study investigates the reconstruction of professional identity among three experienced language teacher educators through collaboration in pluralistic approaches. Framing identity within a narrative-based understanding and exploring the interactional aspects of collaboration through the Complex Dynamic Systems Theory (CDST) lens, the study moves beyond traditional narrative inquiries in teacher education. Employing an autobiographical narrative approach, the study metaphorically represents professional identity reconstruction as complex dynamic systems. Grounded in autobiographical accounts from a year-long international collaboration on developing teacher competencies for pluralistic approaches, the study identifies emerging themes such as the role of peer collaboration, digital tools, and contextual influences in identity transformation. Findings suggest implications for professional development through collaborative and international networks in language education. The study contributes to understanding language educator identity as a dynamic, ongoing interpretive process in collaborative settings, offering insights for teacher education.