Abstract
AbstractSecond Language Teacher identity (SLTI) has been a burgeoning area of research over the last decade or so within the field of language teacher education in general and second language education (including TESOL) in particular. Given that overall teaching effectiveness and teachers’ classroom practices partially rely on teachers’ understanding of who they are, personally and professionally, delving into the construct of teacher identity, how it is constructed, developed and shaped as well as the way it interacts with other teacher characteristics has attracted a good deal of research attention recently. This chapter first situates second language (L2) teacher identity within the broader context of second language teacher education (SLTE) and then reviews a sample of the latest research on the topic. It then briefly introduces the content of the rest of the book and highlights its outstanding features.KeywordsLanguage teachersLanguage teacher identityProfessional developmentTeacher educationTeacher identity development
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