EXPLORING THE IMPACT OF TEACHER TRAINING ON ENGLISH TEACHERS' IDENTITY IN UZBEKISTAN: A CONCEPTUAL CASE STUDY
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Web of Journals Publishing
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This conceptual article outlines a case study proposal aimed at investigating the influence of teacher training programs on the professional identity development of English language teachers in Uzbekistan. Grounded in sociocultural and narrative identity theories, the paper presents a research rationale, conceptual framework, and proposed methodology to highlight the importance of reflective and identity-focused practices in teacher training.