This narrative inquiry examines how English teachers in Indonesian Islamic schools narrate and negotiate their professional identities through a blended professional development (PD) program. Twenty teachers from madrasahs and pesantrens in Banda Aceh, Indonesia, participated in a five-month PD program combining online coursework with face-to-face workshops. Data sources included reflective notes, four focus group discussions, individual interviews, and classroom and PD artifacts. Using thematic coding, small-story analysis, and metaphor analysis, I constructed analytic vignettes foregrounding participants' voices, relationships, and institutional contexts. Findings reveal five interrelated dimensions of identity work: identity claims, identity negotiations, identity trajectories, identity metaphors, and community identity. Metaphors such as "second parent" and "role model" foreground Islamic care ethics in boarding-school environments, while public recognition (e.g., "Mr. English Teacher") signals hybrid moral-professional authority and belonging layered onto existing religious roles. Identity negotiations highlight how teachers integrate pedagogical choices within religious time and institutional rhythms. I argue that blended PD can function as a culturally embedded narrative space where language teachers reauthor moral-religious pedagogical identities, moving professional development beyond technical skill- building to transformative, identity-centered growth.
This narrative case study examines how two forcibly displaced Ukrainian adolescents navigate dual schooling across Ukrainian and U.S. educational systems while constructing multilingual and transnational identities. Drawing on semi-structured interviews analyzed through a thematic-narrative lens, the study explores how the participants use their linguistic repertoires (Ukrainian, English, and, at times, Russian) to maintain academic continuity, cultural belonging, and emotional resilience during wartime displacement. Their narratives illustrate both the challenges of balancing two educational systems and the role of dual schooling in maintaining academic and cultural continuity. Their translanguaging practices reveal how language operates as both a communicative and affective resource, shaping identity, agency, and educational experience in contexts of precarity. The findings position dual schooling as a space where displacement, multilingualism, and belonging intersect, offering insight into how multilingual education can support continuity and empowerment for refugee youth. This work contributes to scholarship on language, identity, and education by centering youth voices within conflict-affected and transnational contexts.
