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Abstract
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A fundamental aspect of teacher socialization and development is the construction
and maintenance of vivid and strong professional identity. As a multi-layered and
dynamic phenomenon, teacher identity is affected by diverse range of social and
institutional factors. Aiming to add to the growing literature on teacher identity, the
current study examined the effects of language teaching policies on an English
teacher‟s identity development. Following narrative approach which is the dominant
paradigm in identity research, the stories of an English teacher obtained through
semi-structured interview were examined. The teacher‟s narratives and accounts of
his teaching experiences were analyzed through constant comparative approach
which produced five main themes including lack of teacher autonomy, the effect of
macro political concerns on language teaching, movement towards communicative
language teaching, lack of resources, and inappropriate student placement strategies.
The results indicated that every single language teaching policy shaped and reshaped
the teacher‟s understanding of himself.
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