Teacher identity reconstruction through collaborative narratives during career transitions

Lim Keai
Amity Global Institute, Singapore
Hazri Jamil
Universiti Sains Malaysia, Malaysia

Despite evidence that teachers' careers seldom unfold in linear trajectories, much teacher identity research continues to frame career development in linear terms and to privilege individualistic notions of professional reflection. This study situates collaborative narrative-sharing as a collective, dialogic process through which educators negotiate career transitions and reconstruct professional purpose. Guided by Huberman's Career Trajectory Model, the Cultivation-Awakening-Transformation Framework, the Taken-for-Granted Framework, and Third Space Theory, this qualitative study involved 20 mid-career educators in structured storytelling dialogues. Data from group interactions, reflective journals, and audio recordings were analysed using reflexive thematic analysis. The findings reveal recursive and relational identity development shaped by reflective insight and institutional pressures. Participants constructed informal "third spaces" to interpret career change, cultivate empathy, and reaffirm commitment to teaching. The study positions narrative-sharing as both a research method and a professional learning practice, contributing evidence for scalable, low-cost strategies to strengthen teacher resilience, well-being, and retention in complex educational contexts.
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Authors: Dr Lim Keai serves as Academic Director at Amity Global Institute, Singapore, leading academic quality, curriculum development, and research leadership. His publications and teaching cover business strategy, organisational psychology, and higher-education innovation. His work advances practice-based scholarship and supports postgraduate researchers in developing reflective, industry-relevant inquiry. ORCID: https://orcid.org/0000-0002-1131-1635 Email: lkeai@singapore.amity.edu Dr Hazri Bin Jamil is the Dean and Professor of Curriculum and Educational Policy Studies at the School of Educational Studies, Universiti Sains Malaysia, Malaysia. His research focuses on education policy, curriculum development, inclusion and diversity, and tertiary education. He has extensive postgraduate supervision and publication experience. ORCID: https://orcid.org/0000-0002-9219-4505 Email: hazri@usm.my Please cite as: Lim, K. & Jamil, H. (2026). Teacher identity reconstruction through collaborative narratives during career transitions. Issues in Educational Research, 36(2), 563-581. http://www.iier.org.au/iier36/lim.pdf