Living and Evolving as Women English Language Teachers
DOI:
https://doi.org/10.51474/elepraxis.v2i1.652Keywords:
Identity, women teacher, narrative inquiry, post-structural feminist theoryAbstract
This paper explores how women English Language teachers evolve, navigating personal and professional struggles in their teaching careers through their lived experiences. We adopted narrative inquiry as a research method and conducted in-depth interviews with the participants, which allowed us to delve into their stories. We highlight the hindrances they encountered and the motivation and resilience that enabled them to remain committed to the profession. The analysis of their lived experiences, informed by the post-structural feminist perspective, reveals how sociocultural responsibilities, institutional expectations, and personal initiatives shape the identity of women teachers. They are pursuing higher studies to keep up with the evolving demands of the time and prove themselves; they are no less than males. Despite the obstacles posed by family responsibilities, the women teachers demonstrated their strengths in navigating challenges through determination and hard work. This research paper contributes to understanding the lived experiences of women teachers and how they grow, implying the supportive environment they require to foster their professional development.
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