Arab World English Journal (AWEJ) Volume 9. Number 1. March 2018                                           Pp. 108-120

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 Exploring Teachers’ Identity: Reflections and Implications 

Department of English,
Abdelhamid Ibn Badis University of Mostaganem, Algeria





With the rapid developments and changes with digital technologies, teachers are challenged to develop their thinking and practice to instill critical minds able to participate actively in the knowledge society. Indeed, students need to develop the necessary 21st century skills that enable them to thrive for today’s economy. According to the Educational Testing Service (ETS) (2007), the 21st century learning skills refer to the ability to a) collect and/or retrieve information, b) organize and manage information, c) evaluate the quality, relevance, and usefulness of information, and d) generate accurate information through the use of existing resources. To achieve this goal, teachers’ professional identity has been further questioned, thereby generating debates and issues regarding their role. What teachers need to know, what beliefs they should hold and how they can achieve their professional development, are among the core intentions of today’s teacher education. Within this concern, this article aims to explore teachers’ professional identity to support teachers and teacher students understand their role and the conception of learning in 21st century education.
Keywords: beliefs, emotions, knowledge, professional development, teacher identity

Cite as:  DJOUB Z. (2018). Exploring Teachers’ Identity: Reflections and Implications.
Arab World English Journal, 9 (1).


Zineb Djoub, PhD, is an Assistant Professor in the Department of English of Abdelhamid Ibn
Badis University of Mostaganem (Algeria). She is a teacher trainer, researcher in the field of
Education and blogger at Dr. Djoub serves on the editorial review board
of IGI Global publications. Her research interests include e-learning technologies, teacher
education, professional development, assessment and learner autonomy.