Professional Identity and Transitions of English Pre-Service Teacher Alumni in Rpl Master’s Program for Sustainable Teacher Development

Abstract

This study investigates the professional identity and transitional learning experiences of English pre-service teacher alumni enrolled in a Recognition of Prior Learning (RPL)-based master’s program, with particular attention to its implications for sustainable teacher development as lifelong learning. Framed within the perspectives of sustainable teacher development and lifelong learning, the study examines how these individuals navigate the transition from prior learning experiences to more academically demanding environments, and how this process shapes their evolving professional identities. Using a qualitative narrative inquiry approach, this study collected data through semi-structured interviews, written narratives, and supporting documents. It was analyzed using thematic analysis alongside Clandinin and Connelly’s (2000) three-dimensional framework. The findings indicate that professional identity is dynamic and continuously reconstructed across professional, academic, and personal domains. Participants’ prior experiences provided confidence and practical knowledge, while the academic context repositioned them as evolving learners, encouraging reflexivity and deeper engagement with teaching theory. Furthermore, the study highlights the mediating role of contextual and personal resources. Institutional support, supervision, and peer collaboration facilitated the transformation of experiential knowledge into academically valued forms. Concurrently, participants developed adaptive strategies, such as reflective practice and self-regulated learning, to navigate academic expectations. Overall, the study demonstrates that sustainable EFL teacher development extends beyond skill acquisition, encompassing an ongoing, identity-driven process shaped by continuous negotiation, adaptation, and engagement with new learning contexts.