Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 81-92
pp. 81 - 92 | Manu. Number: MANU-1811-21-0005
Published online: December 23, 2018 | Number of Views: 128 | Number of Download: 648
Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their earlier experiences.
Keywords: second language teacher educator, teacher identity, identity shifts
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