Negotiation of emotions in emerging language teacher identity of graduate instructors

System ◽  
2020 ◽  
Vol 95 ◽  
pp. 102365
Author(s):  
Kim Jeongyeon ◽  
Smith Hye Young
Keyword(s):  
Teacher Identity ◽  
Language Teacher ◽  
Graduate Instructors ◽  
Language Teacher Identity

The African Storybook and Language Teacher Identity in Digital Times

2017 ◽  
Vol 101 (S1) ◽  
pp. 45-60 ◽  
Author(s):  
Espen Stranger-Johannessen ◽  
Bonny Norton
Keyword(s):  
Teacher Identity ◽  
Language Teacher ◽  
Language Teacher Identity

Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

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