Submit a Manuscript

GS Spark: Journal of Applied Academic Discourse

GS Spark: Journal of Applied Academic Discourse
Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers
Pampha Oli 1, Rajan Kumar Kandel 2 3 *
More Detail
1 Tribhuvan University, Surkhet Multiple Campus, Birendranagar, Surkhet2 Department of English Education, Surkhet Multiple Campus, Faculty of Education, Tribhuvan University, Nepal3 Graduate School of Education, Faculty of Education, Tribhuvan University, Nepal* Corresponding Author
Research Article

GS Spark: Journal of Applied Academic Discourse, Volume 3, Issue 1, June 2025, -

Publication date: Sep 04, 2025

Views: 26 | Downloads: 0

Open Access
How to cite this article
APA
In-text citation: (Oli & Kandel, 2025)
Reference: Oli, P., & Kandel, R. K. (2025). Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers. GS Spark: Journal of Applied Academic Discourse, 3(1), -.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Oli P, Kandel RK. Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers. GS Spark: Journal of Applied Academic Discourse. 2025;3(1):.
AMA
In-text citation: (1), (2), (3), etc.
Reference: Oli P, Kandel RK. Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers. GS Spark: Journal of Applied Academic Discourse. 2025;3(1), -.
Chicago
In-text citation: (Oli and Kandel, 2025)
Reference: Oli, Pampha, and Rajan Kumar Kandel. "Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers". GS Spark: Journal of Applied Academic Discourse 2025 3 no. 1 (2025): -.
Harvard
In-text citation: (Oli and Kandel, 2025)
Reference: Oli, P., and Kandel, R. K. (2025). Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers. GS Spark: Journal of Applied Academic Discourse, 3(1), pp. -.
MLA
In-text citation: (Oli and Kandel, 2025)
Reference: Oli, Pampha et al. "Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers". GS Spark: Journal of Applied Academic Discourse, vol. 3, no. 1, 2025, pp. -.
ABSTRACT
The professional identity of English language teachers is central to their instructional effectiveness, self-perception, and classroom engagement. This study explores the current status of identity construction among basic-level English language female teachers in Nepal. Drawing upon a qualitative approach and employing a narrative inquiry design, data were collected through in-depth interviews with five female teachers from Birendranagar Municipality and reflective journals. This study demonstrates that their identity construction underwent a dynamic and continuously evolving process influenced by socio-cultural norms and individual experiences in their pedagogical contexts. Female teachers in this context balanced multiple roles, resisted stereotypes, and actively shaped their professional identities through reflection, resistance, and reconstructive engagement. Findings suggest the need for supportive institutional environments and gender-sensitive policies to sustain and enhance female teacher identity in English language teaching. Also, this study contributes to a broader understanding of how gender, language teaching, and socio-cultural norms intersect to shape professional identity within the Nepali context.
KEYWORDS
Female teachers Professional identity construction Socio-cultural expectations Teacher agency Work-life balance
REFERENCES
---
LICENSE

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

All Rights Reserved © 2023 - 2025