Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors

Martha C. Pennington; Jack C. Richards

doi:10.1177/0033688216631219

journal article Mar 10, 2016

Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors

Martha C. Pennington Jack C. Richards

RELC Journal Vol. 47 No. 1 pp. 5-23 · SAGE Publications

View at Publisher Save 10.1177/0033688216631219

Abstract

This article reviews notions of identity and teacher identity, how these relate to the specific characteristics of language teaching, and how teacher identity can evolve or be developed through experience and teacher education. The notion of teacher identity highlights the individual characteristics of the teacher and how these are integrated with the possibilities and potentials provided in the institutional identity of teacher and the content and methods of a specific field, as these are realized in specific contexts of teaching. The elements of a teacher identity in language teaching are derived from a review of literature on identity and described in terms of the foundational and advanced competences required for language teaching, as illustrated by excerpts from teacher narratives. The discussion concludes with recommendations for teacher education and professional development with a focus on identity.

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References

Details

Published: Mar 10, 2016
Vol/Issue: 47(1)
Pages: 5-23
License: View

Authors

M

Martha C. Pennington

University of London, UK

J

Jack C. Richards

SEAMEO RELC, Singapore

Cite This Article

Martha C. Pennington, Jack C. Richards (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5-23. https://doi.org/10.1177/0033688216631219

Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors

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