Indonesian In-Service EFL Teacher Professional Identity Development through Teacher Professional Education: Hybrid Identities in Liminality

This qualitative study investigates the impact of an online Teacher Professional Education (TPE) program on the professional identities of eight Indonesian English as a Foreign Language (EFL) teachers. The study reveals that participants developed hybrid identities, navigating a dual role as teacher-student hybrids and evolving into multifaceted professionals. Professional identity tensions emerged due to discrepancies between competence standards and field reality. The study suggests integrating language learning in TPE and advocates for continuous professional development to enhance teachers' professional identities post-TPE, promoting confidence, student-centred teaching, and digital leadership.