“‘We're Not Whom We Imagined!”’ Exploring Novice Language Teacher Educators' Identity (Re)construction: A Narrative Case Study From the Perspective of Social Cognition Representation

This study explores the identity development of novice language teacher educators (NLTEs) as they transition from imagined identities to practiced identities within professional contexts. Drawing on social cognition representation theory, the research examines how NLTEs construct, negotiate, and enact their professional identities, focusing on the interplay between personal aspirations and institutional expectations. Based on data from multiple sources, mainly semi‐structured interviews, the findings reveal tensions between imagined identities, often characterised by research‐oriented aspirations, and the institutional demands, including pedagogical responsibilities and performance‐based pressures such as the ‘publish or perish’ culture. These tensions are mediated by NLTEs' cognitive representations of their identities, informed by prior experiences, professional environments, and social interactions. The study highlights the dynamic and context‐dependent nature of identity (re)construction, offering implications on how universities can support NLTEs in aligning their imagined and practiced identities. Recommendations include fostering NLTEs' agency on identity development and balancing research and teaching expectations to facilitate NLTEs' professional growth and well‐being.