Teacher resilience has become a prominent attribute for teachers in coping with hardships they face in their professional or personal lives. In a sense, resilience could be a significant protective mechanism that enables teachers to preserve their professional development. Depending on a social-ecological perspective and the relational nature of…

Language teacher educator (LTE) identity development is an emerging field exploring how LTEs learn to teach and negotiate their identities and how their identity construction processes help teacher candidates learn. The complexity of the issue has prompted researchers to explore their professional journeys and experiences in various contexts from…

While research on teacher identities has received a surge of attention in the past decades, there is a need for further exploring how teachers' professional profiles contributes to their engagement in action research. To this end, the current action research-oriented study explored two novice and two experienced language teachers' identities…

This study aimed to investigate the impact of digital storytelling on the teaching practicum experiences of pre-service English teachers (PSET) and to delve into the challenges they encountered in creating digital storytelling, along with the strategies used to overcome these challenges. This study provided deeper understanding of the impact of…

Language teachers tolerated major challenges during the COVID-19 pandemic. In such stressful teaching environments, Language Teacher Immunity (LTI) was introduced to function as a protective armor. This study explored the potential contributions of teacher occupational stress, foreign language teaching enjoyment, and teaching experience to LTI…

With increasing attention being paid to teacher education, various theoretical perspectives have been adopted to study on how pre-service teachers learn to teach. This study employed complexity theory as conceptual framework and examined two pre-service EFL teachers' practicum experiences by qualitative case study and identified three core…

Research on organizational trust and job satisfaction is an over-researched domain within organizational settings. However, whether such a connection extends to educational or language school contexts, has been scarcely investigated in education research. In this study, we report the connection between trust and job satisfaction among English…

The current study investigates the degree how Arabic language teachers bear in mind the skills of literature circles in teaching Arabic literature for the secondary students from their point of view. to achieve the aim of the study, the descriptive approach was used. The study sample consisted of Arabic language teachers who were studying in the…

Considering the fact there is no single research approach capturing the nature of multi-faceted educational phenomena, phenomenology, as a research method, can be employed in educational settings to explore the essence of a certain phenomenon from the perspective of the one who has experienced it. Advocating positioning this methodology in EFL…

This article explores how the language teachers in our study associated particular teaching experiences with feeling happy in qualitative interview accounts. Adopting a critical poststructural orientation, it uses the concept of sticky objects (Ahmed 2010; Benesch 2017) to explore how contexts, social discourses, relationships and emotional norms…

Teacher assessment identity (TAI) is an integral element of quality assessment practice and professionalism, which has been widely overlooked in teacher education research. To bridge this gap, the present study explored the dynamism of TAI through an explicit training course. To do so, 22 novice and experienced Iranian EFL teachers completed a…

This collaborative autoethnographic study explores how three female university English teachers in critical friendship navigated professional identity tensions related to the ideological biases of male faculty members implying that women do not belong in academia because of their gender and the responsibilities it entails in an African context. In…

Language classroom anxiety is a significant concern for applied linguists and English language teachers. As an affective variable, foreign language anxiety has the potential to harm learners' language learning and performance. While the impact of language anxiety on the academic achievement of learners of English as a foreign language (EFL) has…

Scholarship of Teaching and Learning (SoTL) or pedagogic research (PedR) has become an international movement that encourages academics to use research-informed approaches to understand and enhance their teaching. However, the definition and understanding of SoTL/ PedR have been ambiguous, impacting career progression, orientation of scholarship…

Drawing from Bourdieusian constructs of habitus, field, and capital, and teacher identities' studies, this paper investigated how Tanzanian language teachers who attended the Fulbright exchange program in the United States negotiated their professional identities after returning to their country. Data obtained through semi-structured surveys,…