EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

Abstract

The research aims at exploring how macro and micro contextual factors have influenced on the construction of
English as a foreign language (EFL) teachers’ identity in education reform contexts in Chile based on sociocultural
theories. Grounded theory was used in the methodological design to analyse and categorize data utilizing the
ATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFL
teachers participated in the research. From a macro contextual environment, results show that educational demands
turn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers’ identity resulting
in a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond,
and work climate) and cognitive dimensions (in-service training) with a dual role – strengthening or weakening EFL
teachers’ identities.