Learner investment and language teacher identity

Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

“…The attitudes of the people around them will considerably influence their consciousness of their status as NNESs. Therefore, seeking membership in a group that is supportive will help NNES teachers forge a positive identity as a teacher ( Johnson, 1992;Norton, 2016). In this research, the focal NNES teachers joined a study group in which they exchanged teaching resources with other NNES teachers and supported each other intellectually as well as emotionally.…”

“…Teacher identity has been a subject of interest in research on teacher education and development because learning to teach "involves not only discovering more about the skills and knowledge of language teaching but also what it means to be a language teacher" (Richards, 2010, p. 110). Recently, there has been an increase of research focused on language teachers' identities (Barkhuizen, 2016;Cheung et al, 2015;Kayi-Aydar, 2019;Norton, 2016;Trent, 2010). Although challenges are found in defining the concepts of identity and teacher identity (Beauchamp & Thomas, 2009), literature on language teacher identity has three primary characteristics: 1) it understands identity as multidimensional and shifting; 2) identity is situated in social, cultural and political contexts; 3) and identity is constructed and negotiated through discourse (Zacharias, 2010).…”