Criticality, Agency, and Language Teacher Identities: Research and Praxis from Global Teacher Education
Hyunjin Jinna Kim ยท Huseyin Uysal
แแแ. 2025 ยท Bloomsbury Publishing
แแแฌแแแแ
216
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infoแแ แฌแแแแแก แแแแแกแแแแก แแแ แแฆแแ 21 แแแแแกแขแ, 2025. แแแแแแแ แแแแฎแ แแ แฉแแแแแแญแ แแแแ.
แแ แแแฌแแแแแก แจแแกแแฎแแ
This book interrogates language teacher identity construction, negotiation, and meaning-making in today's ever-changing global contexts.
By exploring language teacher identity through a critical lens and drawing on insights from language teachers and language teacher educators, it provides a deep understanding of how identity construction unfolds and transforms teaching practices.
Its chapters use a wide range of methodologies and theoretical perspectives, including World Englishes, raciolinguistics, postcolonial theory and auto-ethnography. This wealth of international case studies moves beyond simply contrasting native and non-native speaking teachers to instead highlight their intersectional identities. This approach foregrounds and problematizes the power imbalances woven into language teaching and teacher education, documenting ways in which language teachers can advocate for themselves, their profession, students, families, and their communities. It also suggests ways of sharing innovative critical approaches at the intersection of LTI, agency, and today's complex socio-political and socio-historical contexts.
By exploring language teacher identity through a critical lens and drawing on insights from language teachers and language teacher educators, it provides a deep understanding of how identity construction unfolds and transforms teaching practices.
Its chapters use a wide range of methodologies and theoretical perspectives, including World Englishes, raciolinguistics, postcolonial theory and auto-ethnography. This wealth of international case studies moves beyond simply contrasting native and non-native speaking teachers to instead highlight their intersectional identities. This approach foregrounds and problematizes the power imbalances woven into language teaching and teacher education, documenting ways in which language teachers can advocate for themselves, their profession, students, families, and their communities. It also suggests ways of sharing innovative critical approaches at the intersection of LTI, agency, and today's complex socio-political and socio-historical contexts.
แแแขแแ แแก แจแแกแแฎแแ
Hyunjin Jinna Kim is Assistant Professor of TESOL in the Department of Special Education and Literacy Studies at Western Michigan University, USA.
Huseyin Uysal is Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong, Hong Kong.
Huseyin Uysal is Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong, Hong Kong.
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