Conceptual framework to understand language teacher identities

Abstract

Language teacher identity (LTI) has recently become a prominent theme in the second language teacher education (SLTE) research because teacher identities play a major role in teachers’ learning-to-teach processes and instructional practices. Teacher identity refers to teachers’ dynamic self-conception and imagination of themselves as teachers, which shifts as they participate in varying communities, interact with other individuals, and position themselves (and are positioned by others) in social contexts. Therefore, it casts an influence upon a wide array of matters, ranging from how language teachers learn to perform their profession, how they practice theory and theorize their practice, how they educate their students, and how they interact and collaborate with their colleagues in their social setting. This paper offers a conceptual framework for LTI that explicates the interrelationships between teacher identity and these core constructs: teacher learning, teacher cognition, teachers’ participation in communities of practice, contextual factors, teacher biographies, and teacher emotions.