Professional Identity Construction in Becoming an NNEST

This study investigated the professional identity construction of NNESTs (Non-native English-speaking teachers) in Taiwan. The research paradigm was rooted poststructuralism, which emphasizes subjectivity and exhibits multiple, unstable, non-linear properties inquiry. Participants comprised two male female in-service English teachers from public private senior high schools, whose teaching experience ranged 10 to 15 years. findings were as follows: constructing their identity, resorted integration multiple selves, interpretation reinterpretation, social negotiation, agency operation. Moreover, various factors found influence development NNESTs’ identity. internal personal belief, prior experience, emotion disposition, efficacy, instrumental goal, non-native status, motivation, whereas external student attitude, community, subject attributes, educational policies, perceived expectation. not only illuminates but also contributes with theoretical pedagogical implications.