Reframing identity: How open distance learning shapes in-service ESL teachers' professionalism

Background and Purpose: This study investigates the impact of Open Distance Learning (ODL) on the professional identity of in-service English as a Second Language (ESL) teachers in Malaysia. While research on teacher identity has grown, particularly within the ESL field, studies often focus on pre-service teachers or traditional learning contexts. This research addresses a gap by exploring how ODL influences the professional identity of experienced ESL teachers. Methodology: Employing a case study approach, four in-service ESL teachers enrolled in an ODL teacher education programme were interviewed. Thematic analysis was used to examine how ODL shaped their perceptions of themselves as teachers. Findings: Findings reveal that ODL can foster autonomy, empowerment, and technological proficiency, contributing to professional growth. However, the study also highlights the need for ODL programmes to address the evolving identity needs of ESL teachers in a digital age. By understanding how ODL shapes professional identity, ODL educational institutions can optimise teacher development programmes to enhance both teacher skills and self-perception. Contributions: This research provides valuable insights for ODL providers, policymakers, and teacher teachers to create more effective and inclusive professional development opportunities for in-service ESL teachers in Malaysia. Keywords: ESL in-service teachers, Open Distance Learning, professional identity, teacher education, Community of Practice.