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The research project explores the role of professional teacher identity in the post-learning experiences of teachers and students. The significance of professional teacher identity is highlighted, showing its influence on teaching methods and problem-solving during the learning process. The success of students is closely tied to teachers’ professional identities, particularly regarding empathy toward second language learners. This poses challenges for teachers, necessitating a deeper understanding of learners' needs to enhance their professional identities. The study aims to gather insights and experiences from three English teachers on the topic and seeks to answer key questions about the shaping of professional teacher identity.
