Negotiating the Global in the Local

Professional Identity Construction of Local Teachers in an International School in Croatia

Abstract

This study examines how four local teachers at an international school in Croatia construct their professional identities, drawing on Varghese et al.'s (2005) identity framework and Wenger's (1998) social theory of learning. Through semi-structured interviews, findings reveal a daily balancing act: Novice teachers seek legitimacy through institutional alignment, while expert teachers reframe distance from the national curriculum as professional growth. The study urges educational policy-makers to develop professional support that recognizes the unique cultural and linguistic capital of local staff in international school contexts.