Abstract

Identity and agency play pivotal roles in shaping teachers' commitment, involvement, and personal autonomy throughout their professional growth journey. This literature-based thesis seeks to explore the creation of transformative professional learning experiences to foster the positive growth of non-native English-speaking teachers’ (NNESTs) identity and agency. It begins by addressing challenges in defining NNEST's professional identity and reevaluating current notions of NNEST's growth. Shifting the discussion to NNEST growth, the thesis examines the interconnectedness of identity and agency. This study argues for a broader understanding of transformative learning as a theoretical framework for supporting NNESTs. Drawing on transformative learning theory, the thesis suggests strategies for facilitation methods that empower NNESTs to realize their full potential in international education programs, particularly in TESOL (Teachers of English to Speakers of Other Languages). The research findings shed light on the negotiation of linguistic and cultural aspects, challenges faced by NNESTs, the role of discursive constructions, and teachers' emotional responses. Demonstrating how professional development can facilitate transformative learning, the study highlights the importance of creating supportive environments that encourage critical reflection and validate multiple identities. It also discusses implications for promoting positive identity construction and professional integration.