Abstract

Global educational changes have significantly impacted English language teachers’ professional lives, especially concerning identity construction. This study explores how conflicts and tensions impact a novice English for Specific Purposes (ESP) teacher’s identity construction. Using a narrative inquiry approach, data were collected from a novice ESP teacher in Seoul, South Korea, through interviews, journals, and observations. The findings reveal three central themes: (1) tensions as claimed and constructed ESP identities, (2) cultural tensions and conflicts, and (3) content and material-related tensions and conflicts. The study highlights the necessity for professional training, community support, and adaptability in ESP teaching contexts. The implications suggest that understanding teacher identity formation benefits both educators and learners in specialized English instruction.

This work is licensed under a Creative Commons Attribution 4.0 License.