Hermeneutic Encounters: English Teachers’ Professional Growth and Identity Formation in Light of Gadamer’s Fusion of Horizons

This study employs Gadamer’s fusion of horizons framework to explore the transformative role of professional development (PD) workshops in shaping the professional identity and practices of young learners’ English language teachers. Using a qualitative phenomenological design, data were collected through semi-structured interviews with seven teachers. The findings reveal four key themes: Personal Transformation, Changes in Teaching Practices, Evolving Professional Identity, and the Impact of Professional Development. These results highlight the critical importance of reflective practices in PD programs by enabling teachers to critically examine their beliefs, values, and instructional methods. By fostering greater self-awareness and role clarity, such programs not only enhance pedagogical skills but also contribute to the development of a strong professional identity. The implications highlight the need for tailored PD initiatives that support teachers in navigating the complexities of teaching young learners while encouraging their continuous growth and professional evolution.