This Element aims to elucidate the concept of language teacher agency by exploring
the'what'question, offering major conceptualisations of agency and explaining how they …

The majority of studies on second/foreign language teacher identity have explored the face-
to-face environment compared to the technology-assisted language learning (TALL) …

In this paper, we, as three transnational TESOL practitioners (TTP), engage in a
collaborative autoethnography (CAE) to examine our professional identity tensions …

This introduction presents an overview of the key concepts discussed in the subsequent
chapters of this book. The book examines how a teacher utilized emotional scaffolding to …

Despite recognizing the importance of critical incidents (CIs) in teachers' professionalism,
there is a need for more research on novice teachers' CIs, especially emotional CIs. This …

This study explores the complexities of teacher identity formation for two Chinese teachers of
English in China, who represent two growing groups of English teachers: Alice, who worked …

In this paper, we focus on the situatedness of teacher identity and agency within
sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online …

This study examines the use of autoethnography as a teacher learning activity in a graduate‐
level Linguistic for Classroom Teachers course to provide teacher candidates (TCs) with a …

This paper reports on a qualitative case study of an often-overlooked language teacher: The
graduate teaching assistant (GTA). The study relies on the theoretical premise that teachers' …

Drawing on the concept of figured worlds, we examined how four preservice teachers in a
monoglossically oriented teacher preparation program developed their professional …