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This article describes the design of a study that involved junior high-school teachers in Spain. The study investigated the professional identity crisis the teachers faced as a result of an education reform, which affected their work environment. The identity biographical narrative approach was adopted as the theoretical framework (re)presented in the life stories told by the individuals. Ten biographical interviews were conducted and each interview was analyzed separately (using vertical ordoaj:af7a3f2c2c274a56979f9d02b0e9b74b fatcat:7gdr3y3w7jdldjswzql3q25hpa