From Chalk to Digital: Evolution, Challenges, and Identity in the Careers of Retired Malaysian ESL Teachers

Abstract

The main objective of this study was to understand how retired ESL teachers described the evolution of their teaching practices throughout their years of service. The study also sought to understand how the challenges they encountered further influenced the shaping of their attitudes about education and the development of their professional identities. In this study, narrative inquiry methodology was used to explore the transformative journey and understand the lived experiences of two retired Malaysian English as a Second Language (ESL) secondary school teachers. In keeping with narrative inquiry methodology, in-depth narrative interviews were conducted with the two retired Malaysian ESL teachers who had been purposefully sampled. Separate narrative portraits were developed to describe the lived experiences of the teachers, focusing on the main themes of the evolution of teaching practice, adaptation to changes, challenges and shaping of professional identities. The study found that the teachers experienced several shifts in educational policies, student demographics, curriculum and teaching methodologies throughout their careers. Major adaptations and challenges were related to the advent of the digital age, fulfilling the expectations of school authorities and building teaching confidence. The study also showed that retired teachers acknowledged significant self-development, growth and transformation in terms of skills, knowledge and character by the end of their professional service. They also perceived no demarcation between personal and professional identities and continued to view themselves as teachers despite having retired from the service.