From Inside Out: Navigating Teacher Identity through Internal and External Factors in Reflexive Inquiry

Abstract Book of the 8th Global Conference on Education and Teaching

Year: 2026

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From Inside Out: Navigating Teacher Identity through Internal and External Factors in Reflexive Inquiry

Melissa Comer

ABSTRACT:

This research focuses on a reflexive inquiry into the internal and external factors that shape my understanding of teacher identity as a course professor in a cohort-based program employing looping. I explore the research question: How do internal factors, such as personal background and philosophical orientation, alongside external factors like educational policies and local community dynamics, influence a professor’s approach to teaching and their understanding of teacher identity within a cohort-based program? To achieve this, I analyze how my personal experiences, educational philosophy rooted in constructivism, and cultural identity affect my interactions with students and inform my pedagogical approaches. I also examine how external factors, such as community dynamics, the political climates influencing educational policies, and institutional frameworks, impact curriculum design and instructional strategies. This inquiry aims to deepen understanding of how educators’ roles within the educational landscape can enhance teaching and research practices, fostering a reflective approach to teacher identity among pre-service teachers. Through this examination, I seek to contribute valuable insights that can inform and improve future educational initiatives, creating a more thoughtful and responsive learning environment.

Keywords: contextual influences; educational landscape; pedagogical approaches; reflexivity; teaching practices