Narrative Inquiry into English PPG Students' Experiences in Implementing Teaching Strategies in Classrooms

Abstract

This study analyzes the actual experiences of two English Teacher Professional Education Program (PPG) participants utilizing English Language Teaching (ELT) practices in real classrooms. Using qualitative narrative inquiry, the research focuses on how these experiences influence pedagogical decision-making and professional identity development. Data were collected through semi-structured interviews and document analysis of teaching materials, then analyzed using thematic narrative analysis involving narrative reconstruction and coding. The results show a dramatic shift from idealized instructional expectations to the reality of classroom praxis shock. Contextual limitations, such as unstable internet, varying student motivation, and infrastructural limitations, were weighed against theoretical knowledge. Through these difficulties, identities developed: one participant showed a pragmatic, robust identity centered on emotional control and instructional effectiveness, while the other created a reflective practitioner identity marked by contextual sensitivity. According to the study's findings, the application of ELT strategies in the PPG setting is a non-linear, adaptive process that is mediated by contextual awareness and reflection rather than just methodological conformity. According to these findings, the PPG program should prioritize guided mentoring and narrative reflection in order to better prepare instructors for uncertainty in the classroom.