Exploring language teacher identity development in a teacher professional learning programme
Abstract Despite the widely acknowledged significance of teacher identity development in language teachers’ classroom practices and professional learning, little research has explored language teacher identity construction in vocational education and training settings. This study attempts to fill th...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-07-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-025-00327-y |
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| Summary: | Abstract Despite the widely acknowledged significance of teacher identity development in language teachers’ classroom practices and professional learning, little research has explored language teacher identity construction in vocational education and training settings. This study attempts to fill the lacuna by exploring six English for general purposes teachers’ identities development through navigation of critical-oriented teaching within a three-month teacher professional learning programme at one Chinese higher vocational college. Data were collected from professional learning conversations, classroom observations, and reflective practices. Data analysis revealed that participants’ identities flowed on the continuum of authority, agency and vulnerability through navigation of critical-oriented teaching during the teacher professional learning programme. The complex interrelationships of language teacher identity, agency and emotion indicate a non-linear pattern of language teacher identity development, suggesting that it is profoundly mediated by and mediates participants’ emotions and their navigation of critical-oriented teaching. More work is needed to explore the development of language teacher identity through navigation of innovative pedagogical practices within teacher professional learning programmes in vocational education and training settings. |
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| ISSN: | 2363-5169 |