The Construction of Female Teachers' Professional Identity in 21st-Century Learning Practices

Abstract

This study aims to examine the construction of female teachers' professional identity in 21st-century learning practices. The study is grounded in the changing role of teachers in contemporary education, which is no longer limited to transmitting subject matter but also includes acting as learning facilitators, digital educators, inclusive classroom managers, and mentors for students' character development. This study uses a qualitative approach with a library research method. Data were obtained from books, journal articles, international reports, and academic documents relevant to teachers' professional identity, gender in education, female teachers' professionalism, and 21st-century learning. The data were analyzed using content analysis through the processes of selection, grouping, interpretation, and synthesis of the literature. The findings show that female teachers' professional identity is dynamically constructed through teaching experience, personal values, school culture, curriculum demands, technological development, and gender norms. Female teachers do not merely perform teaching functions. They also build professional agency through the use of technology, classroom management, collaborative learning, and the creation of inclusive learning spaces. However, this identity construction still faces gender expectations, social burdens, and limited access to career development. This study confirms that strengthening female teachers' professional identity requires continuous training, digital literacy, a fair school culture, and gender-responsive education policies.