NAVIGATING PROFESSIONAL IDENTITY AND AGENCY: A COLLABORATIVE AUTO-ETHNOGRAPHIC STUDY OF NOVICE EFL TEACHERS IN THE ASIAN CONTEXT

A multitude of research papers and pertinent literature have been published to elucidate teachers' identity and agency in their work as English language instructors in a foreign nation. Nevertheless, literature persists regarding how novice educators in Asian nations navigate teaching, exhibit agency, and negotiate identities within an Asian environment. The current study utilized analytic collaborative auto-ethnography to address the issue. This study examines how inexperienced educators articulate and navigate their identity and agency. To explore the influence of identity and agency on learners' self-perception of culture. It highlights the importance of an identity-based framework in enhancing professional growth, promoting self-reflection, and aligning teaching practices with students' cultural and educational needs. Continuous evaluation, knowledge acquisition, and research are emphasized as essential for adapting methodologies and creating inclusive learning environments. Ultimately, this approach empowers novice educators to navigate cross-cultural instruction effectively, fostering personal and professional development while improving student outcomes.