Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development

English teachers’ professional development responds to individual needs and societal discourses about teaching, learning, language use. This paper reports the findings of a case study that explored factors increased or limited active committed participation nine Colombian teachers in programs. Findings suggest are invested their if they may develop three imagined identities—as proficient speakers, ELT experts, ICT competent users—and affiliation an community “bilinguals.” The journey identities is full conflicting emotions amidst socio-political context work country’s education policies.