Reshaping Teachers’ Professional Identity Through Technology-based Integrated Pedagogy

Abstract

Innovative teaching strategies developed by university-level teachers in teaching English as a Foreign Language (EFL) shapes both their professional identity and pedagogical practices. A range of strategies in using innovative technology-integrated pedagogy are scrutinized for how they meet contemporary challenges. Based on qualitative research through narrative inquiry, the study explores the practices, perceptions and observations of seven university faculty sharing their stories of classroom experiences in reshaping their pedagogical practices in integrating technology in the Nepalese context. A questionnaire, reflective sharing, and interview were used as tools to elicit their practical experiences in reshaping their professional identity and pedagogical practices. Findings show that teachers explored the available resources using technology despite technical challenges, nominal or no institutional support and managing their wellbeing. Technical knowledge was a basic requirement that the teacher needs to as a foundation to use several technological applications. This knowledge develops confidence and helps map the content to be used in the classroom for successful integration of technology. It also boosts motivation in the students and eases learning of the textual context. The study concludes that a gradual shift in using technology is helpful for a teacher to address the demand of students as one of the options and keep oneself in a comfort zone. It is recommended that establishing an Information Communication Technology Support Centre for the teachers and students can uplift their technical skills, motivation and positive practices in classroom delivery, assessment, and innovative practices.