A Data-Driven Conceptualization of Language Teacher Identity (original) (raw)

This study investigates language teacher identity by examining the external social structures that influence teachers' self-conceptualizations and the roles they assume in public high schools in Iran. It argues that teacher identity is constructed through the negotiation of multiple social expectations and professional experiences, highlighting the discrepancies between teachers' professional knowledge and the realities of their practice. The findings suggest that a supportive educational environment is essential for fostering authentic teacher identities, enabling educators to reflect upon and articulate their professional selves.