understandings of language teacher identity (LTI) from a broad range of research fields.
Drawing on their personal research experience, 41 contributors locate LTI within their area …

Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that
L2 teacher educators and L2 teacher education play in the professional development of L2 …

This paper presents a systematic review of 37 empirical studies that explored English
teacher identity, and its formation through classroom practices from 1997 to 2020. After …

This study examined the professional becoming activities of three final-year Vietnamese
preservice teachers (PSTs) of English across the past, present and (imagined) future in …

This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and
preservice teacher (PST) of English as an additional language (EAL), developed her …

Recently, increased attention has been drawn to the crucial role of emotions in developing
language teacher cognition. Arguing against the secondary role of emotions in cognitive …

As veteran L2 teacher educators/researchers whose practice and research are grounded in
Vygotskian sociocultural theory (SCT), we unequivocally state that L2 teacher education …

Abstract Language teacher identity development often entails the negotiation of the tensions
that arise between how individuals interpret their identity as educators and the demands of …

This chapter is a personal reflection and it takes the form of an exploratory essay with a
twofold purpose. On the one hand, it seeks to explore continuities and discontinuites …

Abstrakt (y) Teacher identity is one of the key factors influencing the form and quality of
educational processes. The aim of our literature review is an analysis of research on …