Unrevealing the Professional Identity of Indonesian English Teachers in the Tapestry of Global Englishes: Opportunities or Obstacles?

The rising prevalence of English as a global language has questioned numerous foundational beliefs underpinning English language teaching (ELT). Although there has been extensive research on identity construction among EFL teachers and students in recent years, little research addresses how Indonesian English teachers who are continuing their studies in various countries negotiate their professional identities within the intricate dynamics of Global Englishes (GEs) during their academic and professional experiences. This study examines the professional identity of four Indonesian English teachers within the Global Englishes (GEs) framework, exploring whether the proliferation of English as a global language presents an opportunity or an obstacle to their professional development. Through a narrative case study, semi-structured interviews were used to capture their experiences, challenges, and perceptions regarding the role of GEs in their professional identity. Preliminary findings suggest a nuanced interplay between perceived opportunities and obstacles in adopting Global Englishes. The implications of this research extend to teacher education programs and professional development initiatives, aiming to empower Indonesian English teachers to embrace their evolving roles within the global English-speaking community.