Research has suggested that teacher educators' profession and the process of identity formation are poorly understood. Moreover, attempts to clarify the terminology are rare. While research has addressed teacher educators' professional identities holistically, discussion on teacher educators' teacher identities is very rare, even though these…

This study explores the professional identity construction of two transnational Chinese language teachers against a backdrop where multilingual and dynamic turns in language teaching and learning are taking place globally. Combining the complex dynamic system theory perspective with the multifaceted nature of language learning and teaching…

This article examines how female L1-Japanese professors who teach Japanese language and culture on U.S. campuses present their identity in interviews. An analysis of their narratives reveals that they employed various tactics of intersubjectivity, and presented themselves in complex and strategic ways. Their multiple grounds of identity (e.g.,…

Given the need to explore the nature of language teacher educator (LTE) identities, this duoethnography centers the identity journeys of three language teacher educators--Lu, Yuseva, and Zhenjie--as they evolved together and in dialogue with their advisor, Francis. To this end, they began with the central identity task, the Language Use…

This qualitative study examines Chinese returnee scholars' language practices in teaching and research and their identity construction during their early career years. Using interviews and drawing upon poststructuralist identity theory, it examines the adaptations of twelve Chinese bilingual returnee scholars to new academic communities in English…

Despite the racial, ethnic, linguistic, geographic, and cultural heterogeneity of LatinXs, extant educational research positions them as a monoracial, and oftentimes monolithic, group. Most research on LatinXs primarily focuses on mestizX-identified individuals. Inadvertently, the presence and experiences AfroLatinXs have largely been…

While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers' professional identities and their instructional strategies has received little attention.…

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder…

This study examined how 44 preservice teachers reflected on their teacher self-identities through exploring multicultural children's books, which are published in different time periods, with a focus of analyzing characterization of main characters. The researcher collected data, including a multicultural book project, pre- and post-surveys on…

This longitudinal case study describes a male Korean English teacher's identity development during two years of compulsory military service. An "investment and imagined communities" framework undergirded the thematic analysis of emails, mobile messaging, and casual conversations. Three recursive themes emerged: English user, researcher,…

Divisive Concepts Laws (DCL) are legislative acts and state and local policies that restrict teaching, learning, and professional development in PK- 20 education regarding race, gender, sexuality, and history. In November 2022, we surveyed NAfME members to ascertain the perceived impacts of DCL on music educators, music teacher educators, and…

This case study explores how bilingual teacher candidates (BTCs) in a Texas dual language teacher education program reflect on their mathematics teaching experiences through a translingual, transcultural, and transdisciplinary lens. By analyzing bilingual teacher narratives, the study investigates how translanguaging and reported speech shape…

While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants' own language and English. In this study, we used loop input (process and content aligned) in two languages that…

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and…