TeachingEnglish

Early career English teacher

identity project report:
Exploring teacher identity and agency
through the Tree of Life approach
Maria Grazia Imperiale, Stephen Mander, Damian Ross
ISBN 978-0-86355-993-8
© British Council 2021
1 Redman Place
Stratford
London E20 1JQ
United Kingdom
www.britishcouncil.org

Early career English teacher identity project report 2

TeachingEnglish

Early career English teacher

identity project report:
Exploring teacher identity and agency
through the Tree of Life approach
Maria Grazia Imperiale, Stephen Mander, Damian Ross

Early career English teacher identity project report 3

Acknowledgments
Our heartfelt gratitude to the ten participants who
volunteered to take part in this project. We truly feel
honoured to have shared the research journey with
such a brilliant, humorous, energetic, passionate,
steadfast group of young English teachers.

This research project was funded by the British

Council through its Widening Participation
programme.

Early career English teacher identity project report 4

Contents
Executive summary���������������������������������������6
1. Introduction�������������������������������������������������8
2. Research approach�����������������������������������9
and methodology
A participatory and decolonising approach 9

The Tree of Life method 9

Recruitment of participants 10

The research process 11

Ethical considerations 11

Considerations of inclusion and 12

safeguarding in remote delivery

3. Findings������������������������������������������������������13
Our collective Tree of Life 14

Teacher identity and agency 17

4. Reflections on the����������������������������������� 20
project and recommendations
5. Conclusions���������������������������������������������� 24
References���������������������������������������������������� 26
Appendix I����������������������������������������������������� 27
Appendix II���������������������������������������������������� 28

Early career English teacher identity project report 5

Executive summary
This report presents the findings from a participatory Our findings focus on four main points:
research project conducted with a group of ten a) Participants perceive identity as a transformative
early career English teachers from Armenia, Brazil, process, strictly intertwined with agency, (by agency
Morocco, Nigeria, and the Occupied Palestinian we mean what they are capable of being and doing
Territories, as part of the British Council’s Widening to change their reality according to their values and
Participation programme. The project purpose was aspirations); b) Participants believe in education for
threefold: first, to strengthen teacher development hope and social change, where students can flourish
by providing an opportunity for teachers to meet and have a positive impact on their communities
and exchange knowledge and experiences with and society; c) In order to achieve change,
colleagues from different backgrounds; second, participants feel they need to work both within and
to understand early career teachers’ perspectives outside the system, since the education system
on teacher identity and agency, including their itself may limit teachers’ freedom in constructing
roles within their local communities and within an the education they aspire to be part of; and d) While
international community of teachers; and third, teachers may experience isolation and even despair,
to understand the value of bringing together a small participants raised the need to keep their motivation
group of international teachers in this way, with alive and that one way of doing this is through
a view to informing new ways of working at the peer-to-peer collaboration.
British Council.
In relation to the British Council’s work, the
These aims, and the ethos of the project, called research indicates that there are opportunities for
for a participatory and decolonising research the organisation to play a role in nurturing teachers’
methodology. The Tree of Life is a strength-based sense of agency and strengthening their identity,
tool used to develop collective narratives, which while also looking at the barriers that prevent them
was first used in the context of therapy work, but from acting in the ways they would like to and which
has since expanded into research methodology. they consider important. We conclude by proposing
Through a series of three workshops, we explored the development of further research projects that
participants’ roots, their strengths and capabilities adopt participatory and praxis-oriented ways of
and their dreams and hopes through a visual, working, which may be increasingly sustainable
metaphorical representation of a tree. The approach and have long-term impact, and with the suggestion
proved to be useful both in terms of providing that teacher identity and agency are embedded
relevant research findings, and more importantly in teacher development.
as a way of enabling participants to feel heard and
Figure 2 (following page); Visual summary of report captured
valued. After the workshop series we had individual
by author during feedback session with participants
interviews with all the participants, and a final
meeting where preliminary findings were presented
and participants provided their feedback.

Early career English teacher identity project report 6

Early career English teacher identity project report 7
1
Introduction
This project was commissioned by the British Council Teacher identity has been widely described,
as it looked to build on learning from increased conceptualised and even represented, although
remote working during the Covid-19 pandemic, with it is a challenge to find a univocal and completely
a view to developing its work with English teachers satisfying working definition (Mockler, 2011;
in national education systems across the world, Beauchamp and Thomas, 2009). In this project we
and widening opportunities for participation in its aimed to develop a better understanding of teacher
programmes. This included examining its relationships identity and its relation to agency, while also piloting
and interactions with these teachers, looking for ways participatory and decolonising methodologies
to contribute to a more representative, equitable ELT which could represent innovative ways of working
sector, and considering new spaces to bring together for the British Council. Adopting a decolonising and
teachers from different contexts. A recently published participatory tool – the Tree of Life (Ncube, 2006,
essay Language teachers as agents of cultural relations 2007) – we developed a series of three workshops
(Imperiale, 2021), recommended more research into with ten early career English teachers from Armenia,
the role that teachers have within their communities Brazil, Morocco, Nigeria and the Occupied Palestinian
in terms of exploring how they shape cultural Territories. During the workshops we discussed
relations. The essay also pointed out that a deeper participants’ roots, their strengths, and their hopes
understanding of teacher identity and agency may and dreams, which also gave us insights into identity
result in foregrounding these concepts in participatory and agency, as we will demonstrate in this report.
teacher development programmes, where teachers’
knowledge and expertise are valued and recognised. This report is structured as follows: in the next
This would ultimately strengthen cultural relations and section we introduce the research approach and
the mutual benefit and reciprocity these aim to achieve methodology, then present the research findings
(Imperiale, 2021). Following on from that, there has in sub-sections, the first of which focusses on the
been increased interest within the British Council description of the collective Tree of Life, and the
around teacher identity and agency (for example, second presents the main themes that emerged
Singal and Ware, forthcoming), in terms of exploring in relation to identity and agency. Following this
how these concepts could shape teachers’ sense of we reflect on the project as a whole and present
self-empowerment and their ownership and status our recommendations. We then highlight
within the ELT sector. conclusive remarks.

Early career English teacher identity project report 8

2
Research
approach and
methodology
A participatory and As part of ‘decolonising approaches’ we also adopted
‘strategic positioning’ (Smith, 1999) which is taking
decolonising approach a deliberate stance to avoid the imposition of the
research aims on participants. We aimed to avoid
Given the aims of strengthening teacher identity
limiting their engagement to what we would like to
and agency, and given that the ELT sector is still led
know as opposed to what they would like us to know
by anglophone countries even though English, as
about themselves (Frimberger et al, 2018). This
an international language, belongs to all its users
was also a way to allow them to express themselves
(for example, see Canagarajah, 2003), in this project
freely and to co-construct knowledge together
we adopted a participatory and decolonising
with us. In order to be consistent with this research
approach. This allowed us to recognise teachers’
ethos, we adopted the Tree of Life method.
‘voice and agency’ (Imperiale, 2018) and provided
an opportunity for teachers to nurture these,
and strengthen their ownership of ELT. The Tree of Life method
We co-constructed knowledge with the participants,
adopting inclusive ways of working which foreground The Tree of Life is an approach developed by the
collective ownership and narrative creation. Zimbabwean psychologist Ncazelo Ncube (2006,
Linda Tuhiwai Smith (1999) in her book Decolonizing 2007) with the support of the Dulwich Centre
Methodologies, problematises the role of Western (Australia). It is a strength-based approach which
academics conducting research with non-Western aims to foster individuals’ wellbeing. It was initially
groups; she argues for developing research that designed as a narrative therapy technique with
benefits participants in the first place – children who had suffered loss and trauma, and its
acknowledging people’s capacity to build knowledge aims were to build a safe place where children could
in localised ways – and argues for the respect share their traumatic stories while also becoming
of those local knowledges (Smith, 1999). aware of their abilities and daring to dream.
Denborough (2008) then presented examples of the
This kind of research puts participants at the heart Tree of Life used in different contexts, as hopeful
of knowledge co-construction, and this fits well with methodologies for individuals and communities
our project aims. The term ‘participation’ in research, experiencing challenges and hardship. The approach
can have a variety of meanings, from negotiating helps to unpack individuals’ stories, strengths,
access with local partners through initial dreams and hopes while also building collective The
consultation, to aiming to build a sustainable network approach was then also used as a decolonising
that could last beyond the research project (Fassetta research methodology outside the therapy domain
and Imperiale, 2018). We tried to do the latter, even (White, 2007), due to its positive impact on
though we acknowledge that in order to develop individuals. Even though we did not work with
these kinds of projects, relationships and trust need ‘vulnerable’ individuals, teachers in ODA contexts
to be built, and doing it online and in a very limited may still live in difficult circumstances and building
time period can be a challenge. It is therefore a safe space where participants feel valued and
our hope that this project can be followed up welcome is good research praxis for any
by further research to make it truly participatory research project.
and sustainable.

Early career English teacher identity project report 9

Through a metaphorical representation of a tree, A brief outline of the research project was sent
participants are usually involved in a series of to British Council offices in Armenia, Brazil, Morocco,
workshops to discuss their past (the roots of the Nigeria and the Occupied Palestinian territories,
tree), their strengths (the trunk), and their dreams and it was then advertised by those offices through
and hopes looking at the future (the leaves and different channels according to their in-country ways
blossoms). In narrative practice, participants are of working. Potential participants were invited to
invited to develop individual trees and then collect fill in a brief online application form. This included
them in a ‘forest’ (Ncube, 2006). However, in this personal information and contact details, and two
project, this was slightly adapted and instead of questions, one on the role of English, ‘Can you tell us
growing a ‘forest’, we opted for integrating all why English is important to your community?’, and
participants’ stories into one ‘collective tree’, in line another one on motivation, ‘Can you tell us why
with our aims of strengthening community and you are interested in meeting teachers from
shared identity. different countries?’.

We received over 350 application forms, the majority

Recruitment of participants from Nigeria, and selected 20 teachers, aiming
to get 15 participants in total, with five reserves.
Participants, as illustrated in the table below, were
However, after having gathered their availability,
ten early career English teachers from, and based in,
some dropped out, leaving a total of ten participants
one of the following ODA contexts: Armenia, Brazil,
who attended the majority of the workshops,
Morocco, Nigeria, and the Occupied Palestinian
despite occasional connectivity issues, changes
Territories. The countries were chosen based on
in their availability, and last-minute
internal British Council considerations in relation to:
work commitments.
willingness to work across different regions making
the project truly international, considerations about
time zones and considerations about ongoing
projects within the British Council in those countries.

Participant Country Gender Experience

Ta Morocco Male 1-3 years

La Palestine Female 3-5 years

Jo Nigeria Male 3-5 years

Jy Nigeria Female 3-5 years

Ma Armenia Female 1-3 years

Na Morocco Male 1-3 years

An Brazil Male 1-3 years

Ru Nigeria Female 3-5 years

Ah Palestine Male 3-5 years

Za Morocco Male 3-5 years

1
We did not give pseudonyms to participants. This decision is informed by the Freirean importance of naming,
as acknowledging the presence of the unique other, of the unique voice and agency that is behind that particular
name/person – hence our decision to use the initials of participants’ names rather than de-personalizing
their identities by replacing them with a fictitious pseudonym.

Early career English teacher identity project report 10

The research process Ethical considerations
Participants attended an introductory meeting In our project we followed the BERA guidelines
during which we outlined the project and went (2018). Participants heard about the project in the
through ethical procedures, which are detailed in the introductory meeting; they were sent an information
following section. Then, based on their availability, on sheet (appendix I); they had the chance to ask
their location, on gender balance and on ensuring questions, and then gave their signed consent to
a balance between primary and secondary teachers, participate in the research (appendix II). The ethos
participants were divided into three small groups. of the research was reflected in our methodology, in
Each group attended a series of three workshops that we tried to ensure participants felt comfortable,
to focus respectively on their roots and past, on their heard and valued throughout, and that their consent
strengths, and on their dreams and hopes for the was given as an ongoing process rather than
future. After the workshop series, we conducted a tick-box exercise. Involving them in providing
in-depth interviews with each participant. Finally, feedback on our analysis was particularly rewarding,
we analysed the data and hosted a conclusive since, as some of them mentioned, this does not
meeting to present the findings of the study, during often occur in traditional extractive research and
which participants had the opportunity to check our allowed them to feel a sense of ownership of the
interpretation and analysis, providing feedback and narratives constructed throughout the project.
asking final questions. They were given a certificate
of participation, and we also provided links to freely In terms of data management, we did not retain
accessible resources based on the needs they participants’ personal information apart from their
manifested during the workshops. Finally, after the contact details, and these were stored securely and
project finished, participants decided to organise not shared with anybody. Data and recordings were
a WhatsApp group through which they continue password-protected and only the researchers had
to be in touch. access to these. During our workshops we used
Google Jamboard as a shared interactive document,
Data was analysed thematically through a process and only the researchers and the participants had
called ‘crystallisation’ (Ellingson, 2009), during which access to its link.
the researcher, instead of adopting coding software,
used a creative approach to data analysis that
included visual mind-maps and illustrations (see for
example the illustration of the executive summary).
The term ‘crystallisation’ was coined with a crystal
as a metaphor for the data analysis process,
as it is multifaceted, necessarily partial, and
multidimensional.

Data analysis in crystallisation involves the use

of tools such as sketches, mind-mapping, pictures,
poems, and other creative strategies: crystallisation
allows the mapping of the transformative process
of research making, without aiming to provide
epistemological correctness and infallibility
(Imperiale, 2018). Using illustrations and mind-maps
helped both the thinking process and the analysis,
and provided an immediate representation of the
research findings. It could also be a useful tool for
disseminating research findings in an accessible
way (Imperiale, 2021b).

Early career English teacher identity project report 11

Considerations of Since all participants were fluent English speakers,
we did not need interpreters. However, as we all were
inclusion and safeguarding non-native English speakers apart from the research
in remote delivery assistant, we opted for avoiding live captions, as
these may have been potentially confusing and
We considered carefully issues related to inclusion distracting since, as we found with some
and safeguarding in remote delivery. We used Webex experimentation, the voice recognition software
software for our meetings, giving considerations does not work well with non-native accents.
to bandwidth and possible poor internet
infrastructure in some contexts. Prior to the meeting, Issues related to gender and inclusion were also
we provided information on how to use Webex, taken into account. Although the shortlist had
including information about accessing it from a gender balance, the final participants who were
phones. This provided participants with the basic able to attend were six men and four women. During
digital literacy necessary to be fully engaged in the the discussion we ensured equal participation and
research process. We also developed an online balance through training-room management skills,
etiquette for our meetings which was presented despite connectivity issues. To ensure inclusion we
during the introductory meeting. Our etiquette selected a mix of teachers from rural and urban
included when to switch on/off microphones to avoid areas, and from primary and secondary schools.
echoes and background noise; the use of the chat
function; the use of webcams according to what best
worked for participants; the reminder to speak slowly
and as clearly as possible, and issues related to
possible interruptions. It was important for us to
spell out that interruptions caused by poor internet
connections, or by family members interrupting the
meeting, were part of the process, and that no one
should feel uncomfortable if and when those things
happened. Private messaging between participants
was deactivated during the workshops.

Early career English teacher identity project report 12

3
Findings
The data collected during the research was
abundant and multimodal as it included workshops,
visuals and in-depth interviews. In this section we
present the collective tree of life constructed from
the trees of the respective small groups, and we
reflect on the three different parts; the roots, the
trunk and the leaves. We then focus on teacher
identity and agency, highlighting the four main
themes which emerged.

Our collective Tree of Life

Early career English teacher identity project report 13

Where we are from – our roots Values were also mentioned as foundations.
In the first workshop, participants were invited to For example, An chose ‘happiness’ and ‘simplicity’
discuss their ‘roots’. We asked them to add words as these drive and influence his choices. These
that related to their past and roots, without giving words were representative of his past, but we
further explanations. We then invited them to reflected on how they are also part of his present
explain their choices. and constitute what he hopes to reach in the future.
He also explained how, as an English teacher,
Most of them interpreted the question in relation he holds to these values and hopes his students
to their profession as English teachers. For instance, can find happiness and simplicity too.
they focussed on the role their families had played
in showing them the importance of education and in Our strengths and capabilities –
nurturing a passion for language learning. Some of our trunk
them described their experiences as children during At the end of the first workshop participants were
summer camps, others their interest in English as a asked what challenges they face in their teaching.
result of being exposed to movies, video games, and These were numerous and even though they largely
social media. depended upon specific contexts, there were
many similarities. For instance, the lack of students’
The contexts in which they grew up also constituted
motivation, the use of students’ native tongue
part of the discussion. For example, participants
in class being perceived as a barrier to practicing
focussed on local cultures and traditions, and
English, the lack of adequate digital literacy, the
mentioned the historical roots of these places. In the
pressure from school leaders and parents who
representation they provided about their contexts,
would like students to ‘finish the programme’,
it was interesting how they depicted difficult and
and a too dense curriculum that prevents teachers
challenging situations, for example Palestinian
from going into a deep discussion of each topic.
teachers mentioned the occupation, and the three
military operations that worsened the already
challenging situation in the Gaza Strip. However,
participants also provided a very positive picture
of their countries of origin. For example, the same
Palestinian teacher, La, who talked about wars and
occupation also provided images of a castle in the
Gaza Strip that might be of interest to a tourist.
Jo, a Nigerian teacher, mentioned the difficult history
and legacy of colonialism but to represent his past
he chose the word ‘awesome’. All the teachers
showed attachment to their own contexts and
countries as they performed the role of experts
before the international audience. The international
context in which we operated clearly had an
influence on the aspects that teachers chose
to share. As English teachers, they are usually seen
as having knowledge about others’ contexts in front
of their students, but in this workshop they were
invited to reflect on their own context. Teachers
were ‘agents of cultural relations’, as they created
meaningful interactions with each other, with mutual
learning about themselves and others
(Imperiale, 2021).

Early career English teacher identity project report 14

Based on these challenges, during the second Our hopes and dreams –
workshop we presented a series of hypothetical our green leaves and blossoms
scenarios to participants and they were asked
In the final workshop, we focused on participants’
to discuss how they would act in these situations.
dreams, hopes and aspirations. The prompt for
Participants while exchanging ideas and solutions
discussion was again left deliberately open to avoid
demonstrated their capabilities in specific situations.
unintentional leading and extraction. Participants’
We then elicited what each of them thought their
answers varied and we categorised them into
strengths were, and reflected as a group on these,
three groups.
noting that often we cannot see ourselves in the
ways that others see us, and that often we are not Some discussed their individual dreams beyond
even fully aware of our own potential until someone their profession, for example to live peacefully in
else points it out to us. a farm outside of town, to relocate to a different
area, or to travel abroad. Others included short-term
We defined these as ‘strengths and capabilities’
projects and hopes related to their direct
as opposed to skills. In the illustration of the Tree
professional context, for example creating English
of Life above it is clear that what participants
clubs for teachers, creating English clubs for
mentioned were in some instances teaching skills,
children living in poverty, enhancing teacher
but mostly were about who they are as people rather
collaboration with colleagues worldwide, developing
than what they do as teachers. Upon reflection, the
a teacher development programme within their
list of strengths included: being flexible, creative,
own school to strengthen teacher motivation and
innovative, knowledgeable, eager to learn, interested
collaboration, and strengthening teachers’ digital
in professional development, curious, and able to
literacy in the post-covid world.
improvise. These are overarching dispositions rather
than specific skills used to perform and accomplish Other aspirations were about long-term
a certain task in the context of the classroom. transformation and social change, for example to
see students flourish, to become a teacher trainer,
Other strengths, on the other hand, were more
and to improve oneself as a teacher to then have
classroom specific: for example, being authentic
an impact on students’ lives.
and being a ‘good performer’. Some participants
mentioned the importance of being authentic and
transparent, ‘while not sharing too much’ about
themselves, whereas other teachers were more
inclined to share who they really are with their
students. For example, Jo said she always tries to
share ‘a part of [herself] with [her] students’. It is
interesting that women overall were more inclined
to be open about aspects of their lives, whereas
most male participants said they prefer to use
anecdotes, jokes, or ‘sharing what [they] like doing,
but not too much’, as An put it. We refer here to the
work of Michalinos Zembylas (2012) on pedagogy
of discomfort, where he integrates insights from
the critical pedagogue bell hooks (1994) and Judith
Butler (2005), to highlight that as teachers we need
to be ready to take risks and to be vulnerable in
front of our students, even if this may be a source
of discomfort.

Early career English teacher identity project report 15

Teacher identity and agency Researcher: Well, I wouldn’t say it is a small thing.
Raising good human beings is a difficult task …
While articulating their roots, their strengths and and an important one.
their hopes and dreams, participants also gave us
insights into their perceptions of identity and agency. Na: (giggling) Yeah maybe ... I’m enjoying this
We identify four main themes in relation to these conversation. (giggling) Yes. Thanks.
concepts: a) Participants interpret education as a Participants felt responsible for raising new
tool for transformation and social change; b) They generations of good and capable people,
constantly work within and outside the education in spite of – or probably because of – the difficult
system in order to change things; c) They feel it is circumstances they themselves face. This recalls
important to retain teacher motivation, even and the work of critical pedagogues on education as the
especially in their challenging contexts, and that practice of freedom, hope and transformation
one way to do this is through strengthening teacher (Freire, 1994, 1998; hooks, 1994), whereby education
collaboration; d) They perceive identity as a is seen as a way to make individuals flourish, and to
relational, dynamic process about change. make them aware of their role in society. The aim of
language education goes beyond neoliberal market
a) Education for social change needs and is related to individuals’ wellbeing and to
All participants showed a strong commitment to the development of their societies (Imperiale, 2018).
social change and transformation, perceived as Teachers help students develop their potential as
part of their responsibilities as educators. Some members of their communities and of the
of them specifically acknowledged that they are not community of global citizens.
fully able to accomplish that, as they are limited by
the curriculum, the school leadership, parents’
expectations, students’ lack of motivation, and
other contextual constraints. However, it seems they
all developed resistant practices to redress these
challenges, which could prevent them from being
the educators they would like to be.

One participant pointed out that first and foremost,

education meant safety and care:

I need to protect my students […] they live in

oppressed conditions and when they come to
school they could be more free. Because it is a
border school, you know, here it is bad, like worse
than usual. All the teachers want to leave this
school, we are just fresher teachers here. […]
But I was determined to stay in this school for
boys, because I know that someone needs to be
with them and to protect them. I’m almost like a
mother to them. (La)

Another teacher mentioned during the workshop

that his dream was to live in a farm away from all the
things he does not like in society, but during the
individual interview he stated that he wanted to raise
‘good citizens’:

Na: I think my dream was minimal …, ehm

compared to the others. I just think about myself,
but it is true, the only thing I want to do is to be
a good citizen and to raise good citizens
responsible for their communities … and that’s
it. It is not as important as others, like working
with poor children etc.

2
A school at the border between the Gaza Strip (Palestine) and Israel.

Early career English teacher identity project report 16

b) Working within and outside Some factors that ‘make us lose hope’, as La said,
the system to make change are related to the specific context in which they live,
while others are related to their professional context.
In order to achieve the change they aspire to,
For example, Ta told us that ‘students are oppressed,
especially related to their direct professional context,
parents are tired, everyone feels bad’ and that
participants gave us several examples of the work
overall, trying to maximise teachers’ motivation in
they already do within and beyond the education
these circumstances is challenging. Other teachers
system to resist contextual challenges. Within the
mentioned the conflictual relations with parents and
school system for example, they support peers and
school leaders, who do not fully understand that
are involved in mentoring programmes, and develop
teaching English has its own specificities (for
book clubs and competitions for their students, but
example, practicing speaking and listening needs
perhaps more interesting is what they do beyond
to be a constant effort and it is not just a matter
the school system.
of a fill-in-the gap or a multiple choice exercise).
A teacher from Nigeria, Ru, told us she started
However, what strongly emerged when asked how
a WhatsApp group during the pandemic with
to retain this positivity, most of the participants
a small number of colleagues to support each other
giggled and smiled and said that ‘it is something
during the transition to online teaching. The group
innate’. They stressed that when working is part
grew into a much larger entity with over 100
of a vision, ‘how can you lose positivity and
members, including educators, parents, colleagues,
motivation’? (Ru).
and academics. They are now organised to provide
monthly input for discussion, sharing of best This started even before... I became an English
practices, and consultation. Another teacher, Za, teacher when I was a teenager I think, because
said he is conducting his own study on classroom I didn’t have money so I went to work and then […]
management, and was trying to develop a new I did an English course when I was 19 ... and I felt
textbook to complement the resources in school. wow. I felt the love. I felt I was a human being […]
Ma, Jo, Jy and Ah, told us about initiatives to support so the love I have for the profession it will last,
their communities, for example setting up informal because it was there before I started. Really, I
tutorials for the children of the neighborhood think it is just love. It is who I am. (An)
who during the pandemic did not have the
chance to learn. It is innate […] It is part of who I am. I just love it,
it is me. You know when I am outside I could just
We analysed these examples in terms of teacher be sitting at home, but if I hear young people’s
agency, where we interpret agency as the capability conversations, I don’t know, I just do it... Educate,
and opportunity to act and make change according even if I am outside the school. It is in me. […] I am
to one’s own values and aspirations (Sen, 1999, 2002; also hoping to do a Masters’ in the UK, to learn, to
Imperiale, 2021). In our understanding of agency, do education also for me. (Jo)
it is important to point out that we do not consider
whether teachers were successful or not in running
a WhatsApp group, or in offering tutorials to
students, but we are interested in the opportunities
they had to do this, if that was what they valued.
Importantly, teachers felt they have less opportunity
to ‘act’ if they work just within the education system,
which most of the time limits their creativity
and initiatives.

c) Teacher motivation and collaboration

Participants mentioned they are aware that the
majority of teachers after some time lose motivation.
Research confirms that after the initial ‘shock’
experienced when teachers enter in the classroom,
early career teachers often find motivation and their
way around it for an initial period, but it is challenging
to retain this positivity and energy for a longer
period of time (see the review of Han and Yin, 2016).
Our findings confirm this trend.

Early career English teacher identity project report 17

Jo and An similarly tried to explain during the I think teacher identity is.. ehm.. about change.
individual interviews that being a teacher is just ‘who We change all the time right? Maybe if you met
they are’ and perhaps how they feel they can be truly in… I don’t know, in another place, maybe you
human, by educating and by learning. This recalls would not even recognise me because I changed
Phipps’ (2014) work where she says that language after I met other people. Does it make sense? (Na)
learning makes us feel human, as it is about relating
and knowing, and therefore has a strong affective An: I think it is about me, the way I see me, the
dimension. way I work, the way I change during the process
[…] it is about the essence.
Another teacher talked about her faith and the
positive people that helped her find energy and Researcher: – What do you mean with essence?
motivation in her life: by being a mother during her An: Essence is kind of built you know, from
maternity leave, and by being a daughter and relying experience, personal and professional... we build
on her own mother’s support: it everyday in our lives because what I do and the
I’m about to lose this positive energy […] but I way I teach reflect who I am
think the maternity leave made me rethink and Again, in these extracts we have the dimension of
charged me again with energy. And then my being, doing, and relating as part of building one’s
relation with my God is good, when I feel down own identity. In the follow up interviews, participants
I pray... it always gives me the energy to continue. were asked how they would like their students to see
I think that this helps me [...] and my mum. […] them, and only one participant said ‘as a good
even if I am a mum I still want to be a daughter. teacher’ (Na) while the others mentioned different
Actually, my mum is my force, she inspired me to roles. For instance, a model, a guide, a friend, a
do many things. (La) companion, a mother, a leader. All of them, apart
These extracts are quite poignant, as teachers were from one, said, ‘I don’t want them to see me just as a
sharing their deeper thoughts in relation to who teacher’. This is interesting in terms of perceptions of
they are as human beings. This clearly goes way teacher status, which is not highly valued in most
beyond a rhetoric on teaching skills and of being parts of the world (UNESCO). As a result, teachers
knowledgeable and successful, and we argue rather may feel they need to prove their value (‘I don’t want
that such holistic perspectives are the ones that to be just a teacher’). This may have an impact on
should be foregrounded in teacher education their own professional affiliation, and may create
programmes. hostility rather than solidarity between highly
committed and less committed teachers. However,
In addition, participants all commented on the this is also significant as it suggests that trying to
importance of teacher collaboration, whether within compartmentalise identity (in this case professional
their own schools, or also as part of international identity versus one’s broader identity) may not be
communities. Teacher collaboration could keep appropriate as there is no strong separation
motivation alive, and could help teachers feel less between them.
isolated, as discussed in the section on hopes and
dreams. Mockler (2011) captures a variety of contexts that
play a role in identity formation and has a holistic
e) Identity as a process and ecological approach which we identify with.
This includes the overlapping spheres of personal,
All the sections above, in one way or another talk
professional and ‘political’ contexts and environment.
about identity. As the literature on teacher identity
However, Mockler’s diagram is not entirely satisfying
demonstrates, teacher identity involves many factors
as the choice of using spheres – even though
and components, and it is difficult to find a satisfying
linked and overlapping – still presupposes the
definition (Beauchamp and Thomas, 2009). What
‘spatialisation’ of identity, as opposed to a
emerged in our study was that participants
representation which foregrounds the relational
understood their teacher identity in terms of change
and fluid dynamics that identity entails. We argue
and relationships. Identity therefore is built
that teacher education programmes could be
relationally (for example with students, colleagues,
key in shaping teacher identity as socially
and friends), and is continuously changing. Agency is
co-constructed, also helping teachers unpack how
an important component as teachers often reflected
the different contexts in which they operate are
on who they are in terms of what they are able – or
intertwined. This ultimately would probably lead
unable – to do, and why.
to a more comprehensive understanding
of teacher identity and agency.

Early career English teacher identity project report 18

4
Reflections on the project
and recommendations
In the previous section, we discussed the findings of You know why I registered for this programme?
the research project, and we wish now to reflect on Because there were no lesson plans, no formal
the whole process and draw recommendations that things to do. It was different. I liked it […] it felt
could be useful for other projects and for potential nice. I had a sense of nostalgia because we used
ways forward. high level language that I don’t use anymore...
It felt very nice and I learned a lot […] but what
The approach chosen for the project was happens now? […] Can we be in touch with the
appreciated and valued by all participants on several group? Can we have a group … I don’t know, just
levels. They appreciated the chance to work with to become friends […]? (Na)
other teachers from different countries, as well as
with the researchers. They felt it was an opportunity We worked with a committed group of people
to develop collaboration, and felt a sense of who were genuinely interested in exchanging
ownership for what we built over the course of the experiences and ideas with other teachers, and
project. The Tree of Life was useful in terms of their who firmly believe in the role of education to create
self-reflection. In their words: a better society and in their role as English language
teachers; a role that covers more than ‘preaching
I loved the approach […] in the meetings, you kind English’, as Ta said. They were highly committed to
of guided me to think. You asked questions that be part of an international community which could
are important, and I will use these in my w.. Work. be a safe space for them to find inspiration and
It was an opportunity because it was self- motivation, and also to inspire and be the source of
reflection, to reflect about me and the way other people’s motivation. As the extract from Na’s
I work.’ (An) interview demonstrates, they were interested also
The questions, and the approach were really in developing relationships – even friendships – with
useful, how they were asked... It was good international colleagues, and in the sustainability of
to think. (Jy) the project, and created a WhatsApp group after the
official end of the project. It is our hope to expand
It was an opportunity to be inspired and to inspire this research project, building on the relationships
as well, so I am so grateful I was part that are already established.
of it. (Ta)

Feedback on the approach was unsolicited and

came entirely from participants. During the individual
interviews, they were asked if there was anything
that was overlooked, and they felt was important.
One of the participants mentioned that what was
unique in this project was that although it was
somehow related to professional development,
it looked at teachers as human beings, recognising
and acknowledging their agency, as these extracts
exemplify:

Thank you for hearing us... I mean as persons,

you did listen to us... and this felt good. (Jo)

Early career English teacher identity project report 19

Recommendation 1 – Overarching Recommendation 3 – Building
project approach sustainable digital communities
We recommend developing projects grounded in To support Recommendation 2, we suggest that
participatory and decolonising approaches training programmes also aim to build
which allow for knowledge co-construction, sustainable (digital) communities, since teacher
benefit both researchers and participants, and collaboration is perceived as key for teacher
enhance cultural relations. By using this development. Motteram and Dawson (2019)
approach, projects can cover two overarching provide useful guidance to support this complex
aims: first, they can be beneficial in terms of process. It is also important to recognise that
teacher development; and second, they levels of teacher motivation and purpose vary,
generate co-constructed knowledge. and self-selection or other ways of identifying
highly motivated teachers to lead these groups
These kinds of projects are usually long-term, may be a way to achieve sustainability. This
due to the need for building relationships and group’s high level of motivation and ability for
trust, and this needs to be considered in terms critical reflection – not just on classroom
of project design. These projects have the practice but also education systems and
potential of being sustainable as relationships communities – shows the potential of young
unfold beyond the duration of the project, teachers to shape and contribute to these
bringing unexpected fruits and carrying long- communities.
term impact.

Participants – recognised as experts – can

benefit greatly from taking part; having their
voices heard and having the opportunity to have
an impact on the ELT sector, thus increasing
their perceived ownership of ELT.

Recommendation 2 – Teacher identity

in teacher development
We recommend that teacher development
programmes encourage reflections on teacher
identity and agency, acknowledging that these
are the result of the interaction of contextual
factors and do not only involve the work within
the classroom but rather extend beyond it. We
encourage reflections to address values and
roots, strengths and capabilities and future
dreams and aspirations since these are
intertwined with teachers’ classroom practices.
This enables the articulation of a teacher’s
purpose and reflection on how they align this
with their practice. We also recommend that
awareness is raised about teacher status and
recognition, and that teachers are engaged in
reflection and self-reflection on motivation and
on how teacher status can be strengthened as a
collaborative effort.

Early career English teacher identity project report 20

During our project we also learned about aspects For teacher development, the British Council does
of the research process. We believe these are not often use open recruitment, and during these
important learned lessons that need to be shared initial stages we learned important lessons on
as they could help the development of similar logistics. During the recruitment process we had
projects. For example, an aspect that enriched our over 350 applications for the 15 places on the
work was the difference in profiles of the research research group. In total we selected 20 participants
team members, who have similar background but (15 + 5 reserves), however, some of these dropped
are specialists in different areas: Imperiale is an out without notice and we therefore worked with ten
academic, whereas Mander is an educator and participants, which was fewer than we originally
teacher trainer. We built on our respective areas hoped for. In addition, during the setting up phase,
of expertise, contributing to the project in different we exchanged several emails with participants with
ways. For instance, we were able to provide the intention of working around everyone’s
participants with advice on pursuing a higher level availability. While trying to accommodate everyone’s
of education, but also with links to free resources needs, we perhaps over-complicated the process
they could use in their everyday practice. The fact of setting up the project. We had initially planned to
that there was gender balance within our team was have separate in-country meetings but due to time
another strength, on which participants – particularly constraints and the challenges of finding availability,
the women –picked up: we opted for having an introductory meeting with
all the participants. This worked well, as it was
I wanted to tell you that it was the first time for a useful moment to introduce the project, let
me with [working with] a woman.. and that was participants ask any questions, present the
great. I felt closer to you because before I was a information sheet and the consent form, and give
participant on other research projects but with them a chance to introduce each other. For those
men… and you know... sometimes is weird. So I who could not attend, the main researcher recorded
felt much closer to you. (La) a video with all the information about the project.
I wanted to thank you both Grazia and Mr We also tried to be as inclusive as possible when
Stephen […] because you two helped us in selecting participants, focussing on those who
different ways and it was great to have you may not often be reached by British Council projects
both as we learned from you, with you. (such as those living in rural areas), ensuring
(Jo, his emphasis) gender balance, and a balance between primary
As the first extract shows, La stated she felt more and secondary teachers. We also considered how
comfortable participating in the project because inclusion and safeguarding may be achieved online
the main researcher was a woman. All participants (see the Research Methodology and
appreciated the team effort throughout the Approach section).
workshops and individual interviews.

Recommendation 4 – Considerations
on the project team
We recommend having a research team whose
members have different profiles and areas of
expertise. This will enrich the project, and all those
involved will benefit from sharing knowledge and
ways of working. This requires individuals to have
an open disposition towards experimenting with
new concepts, and a willingness to go beyond their
comfort zones. Ensuring gender balance within
the research team will be beneficial in terms of
establishing relationships with participants, who,
in some cultural contexts may feel more at ease
with team members of a specific gender.

Early career English teacher identity project report 21

Recommendation 5 – Recruiting Finally, our project did not offer monetary incentives
and getting started and teachers were not remunerated for their time.
We gave a Certificate of Participation where we
We recommend recruiting a larger number of
acknowledged teachers’ contribution to knowledge
participants, perhaps twice or three times the
creation, and we included participants in
number the project is aiming for, to cover for
dissemination events as speakers. However, this
potential drop outs. We also recommend keeping
was a short-term pilot project. We recognise that
communication to the essential before the project,
if teachers are expected to be involved for a longer
even if this may mean taking decisions in terms of
period of time, or if the research project is
dates and times without consulting all participants.
practice-led, where teachers will be involved in the
We recommend running an introductory meeting,
creation of outputs, then teachers might need to
and if participants cannot attend, this could be
be adequately remunerated for their time. Monetary
followed up either via email, or by sending a pre-
incentives, on the other hand, could alter or reinforce
recorded video with useful information about the
certain power dynamics, where researchers own the
project; the main point being to give participants the
money and knowledge, and participants are the
possibility to interact with the project leaders and
receivers of this. As Fassetta and Imperiale (2018)
among themselves before starting the project.
point out, the role that money plays in projects
is never examined in reports and academic
publications, but should not be underestimated.
Recommendation 6 – Inclusion
and remote delivery
We highlight that considerations on project inclusion Recommendation 7 – Incentives?
are important, not least in relation to the remote
We recommend that incentives are considered for
delivery aspect. For example, after having
future projects, and that there is an open reflection
experimented with Webex and different software,
upon what it might mean to pay participants, or to
we found that Zoom may be the best application
offer other forms of support, and how these change
for people in ODA contexts due to its low bandwidth
relational dynamics, and therefore have an impact on
requirements, accessibility from phones, and its
the project outcomes. An open and honest account
particularly user-friendly interface and functions.
of those relations would definitely strengthen the
We recommend where possible to consider whether
project and international development research
the project could provide mobile data to participants,
more broadly.
or other financial or in-kind forms of support,
as this was highlighted by participants.

We also recommend – and participants strongly

stressed – that programmes in ODA contexts are
able to reach rural areas, as those living in these
areas are the ones who have very limited access
to forms of professional development, facilities,
and collaboration.

Early career English teacher identity project report 22

5
Conclusions
In this project we worked with a group of ten The research project allowed us to reflect on teacher
early career English teachers from Armenia, Brazil, identity and agency. These two concepts constantly
Morocco, Nigeria, and the Occupied Palestinian emerged in relation to what the participants do
Territories. The aim of the project was three-fold: within and beyond their classrooms in relation to
firstly, to provide an opportunity for teachers to their hopes and aspirations. They aspire to education
gather together and share experiences and insights as the practice of freedom and of hope, where they
with colleagues worldwide, contributing to teacher can protect their students and can see them flourish,
development; secondly, to investigate teacher building the lives they have reason to value. However,
identity and agency; and finally, to pilot innovative due to the hardship and specific circumstances in
ways of working that could inform future British which they operate and live, it is often challenging
Council projects. We achieved our aims by to keep motivation alive, even if all participants are
developing three workshops using the Tree of Life passionate about their jobs and consider teaching
approach. This is a strength-based participatory as their mission. They all perceive their role as going
and decolonising tool for reflection on individuals’ beyond the ‘role of the teacher’, as they want to be
roots, strengths, and hopes and dreams with careful friends, companions, models, and guides for their
considerations of the barriers they face in their students, and leaders for their communities.
own contexts. They ‘don’t want to be just a teacher’. This reflects
perceptions of what a teacher is or needs to prove
Based on the findings of this project, we can argue they are before a community. Participants don’t
that bringing an international group of teachers perceive education in terms of instilling knowledge
together online to reflect on identity may contribute in someone, but rather as Ingold (2018) and
to enhancing: a) Teacher status, for example the Ruitenberg (2015) argue, as ‘leading someone out’.
recognition of actual and potential roles, teachers’ Participants work in a way that is hospitable to their
investment in their jobs, and what they are able to students, and they do it with care. We argue that
do within the constraints of their systems and teacher education programmes should foreground
settings; b) Teacher wellbeing and pleasure, as teacher identity and agency.
through peer-to-peer support, they feel less isolated
in their everyday practices; c) Teacher voice and
leadership within the ELT sector, and acknowledging
their role in shaping and co-constructing knowledge
(for example, through enhancing their participation
in research dissemination events); and d) Teacher
learning, from each other, from researchers and
from participating in the research process.

Early career English teacher identity project report 23

Our research project was also about piloting Embarking on this kind of work may take time,
approaches and ways of working. We demonstrated as what we are suggesting here is probably
that the approach we used was considered valuable a paradigmatic shift from reaching thousands
by all participants, who felt they were inspired and of teachers, to working in small groups which are
were engaged in inspiring others. The approach was long-lasting; from focussing on teaching for success
participatory and decolonising, and allowed us to to teaching for hope; from developing immediate
co-construct knowledge. Participants were involved teaching skills to enhancing teachers’ capabilities,
in checking the researchers’ interpretations and and from being able to quantify impact, to letting
analysis which contributed to creating a sense of it go a bit out of our control to see the unexpected
ownership about the narratives we co-constructed. legacy and fruits that these kinds of projects bring.
We therefore argue for integrating participatory and We suggest doing it in a rigorous way, which helps
decolonising approaches into research projects, further theorisation, knowledge co-construction and
which may also involve some practice-led development, where all those involved – participants,
component. This would combine praxis, theorisation, researchers, teacher trainers, and project leaders –
and reflexivity and lead to a way of working in which might indeed feel they can benefit.
relationships and sustainability are catalysts. We
recommend that projects have a clear, sustainable Finally, we want to recognise the commitment and
design, and as part of that, we suggest building on the sense of collegiality of this group of participants,
communities that are already established, while and the opportunity they gave us to learn.
making sure these are inclusive and reach Participants are still in touch via a self-organised
teachers in rural areas. WhatsApp group and they will be involved in further
dissemination activities, contributing to the British
Council’s work and to the ELT sector.

Early career English teacher identity project report 24

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Early career English teacher identity project report 25

Appendix I
Information sheet for participants
5. What will happen to me if I take part?
Project title: Early career English teachers’ identity
You will meet other teachers during three workshops,
Researchers: Dr Maria Grazia Imperiale, where you will discuss your strengths and values,
Stephen Mander what motivated you to be an English teacher, how
your work could support your community, and you
Project leader: Damian Ross will exchange experiences and ideas about English
language teaching. This will also contribute to your
1. Invitation professional development, and you will receive a
You are being invited to take part in a research Certificate of Participation from the British Council.
project. Before you decide if you can take part, it is At the end of the project, you will be asked to
important for you to understand why the research is participate in an interview to evaluate the project.
being done and what it will involve. Please take time The interview and the workshops will be done online.
to read the following information carefully and feel
free to ask us if there is anything that is not clear or if 6. Will my taking part in this study
you would like more information. Take time to decide be kept confidential?
whether or not you wish to take part. All information collected during the study will be
kept confidential. Any information about you will
2. What is the purpose of the project? have your name removed so that you cannot be
This project aims to understand the perspectives of recognized from it, unless you want your name to
early career teachers from different countries on the be disclosed (for example during a webinar). All the
role of English, and their identity as English teachers, recordings will be password protected, and only
both within their local community and within an the researchers will have access to them. The files
international community of English teachers. will be deleted after one year.
We also would like to explore if being connected with
teachers internationally is beneficial and valuable Should you wish to, after the project, you could also
to you, and how the British Council could support participate in a British Council webinar (online) to
this further. We also want to provide an opportunity present the project along with the researchers and
for you to meet and work with colleagues from the project leader, and you could do that either
different backgrounds, learn about different anonymously or with your name disclosed.
perspectives on English and teaching, and share
your experiences and beliefs. 7. Who is organising the project?
The project is organised by the British Council,
3. Why have I been chosen? under the programme Widening Participation.
You have been chosen because you are an early It follows the BERA ethical guidelines.
career English teacher (up to five years of
employment) in mainstream schools in one of the 8. Contacts for further information
following countries: Armenia, Morocco, Palestine, Contact us at: [email protected]
Brazil, Nigeria. Your experiences and expertise
are therefore very valuable.

4. Do I have to take part?

Taking part in the study is entirely voluntary. If you
decide to take part and later on you no longer want
to continue taking part, you are still free to withdraw
without giving a reason.

Early career English teacher identity project report 26

Appendix II
Consent form

Title of the project: Early career English

teachers’ identity

Name of Researchers: Dr Maria Grazia

Imperiale, Stephen Mander

Project Leader: Damian Ross

I confirm that I have read the Information Sheet and have had the opportunity
to ask questions

I understand that my participation is voluntary and that I am free to withdraw

at any time, without giving any reason

I confirm that the interviews and workshops will be video recorded with my consent.
The recordings will be used only for the stated research purpose. Any other use will
only be undertaken after separate consent has been given.

I agree / do not agree (delete as applicable) to take part in the project.

Name of participant Date Signature (Print name will be accepted)

Early career English teacher identity project report 27

ISBN 978-0-86355-993-8

© British Council 2021 / M025

The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.