Abstract
ABSTRACT This study examines how non-English-dominant English language teachers-in-training who undertake transnational language teacher education represent their language teacher identities (LTIs) in terms of four facets: claimed, assigned, practised, and imagined identities. It examines the alignments and tensions between and within these facets of LTI. Photo-elicitation data was collected from 10 non-English-dominant teachers-in-training who were international students undertaking language teacher education in Australia. Through a qualitative content analysis, seven representations of LTIs were identified across the four facets of LTI: knowledge transmission, learner-centredness, nurturing, teachers as learners, English experts, teacher dispositions, and professional uncertainty. Although alignments between these facets of LTI were identified, tensions within and between the facets of LTI tended to figure more prominently in the LTI representations of the teachers-in-training in this study. These tensions appeared to emerge from discrepancies between professional aspirations and external expectations. The study has implications for raising the awareness of teachers-in-training and their ability to reflect on teacher identities.
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