Qualitative study explores language teacher educators’ perceptions on integrating teacher identity, indicating implicit practices support identity development.
Key Points
The study aims to explore language teacher educators' perceptions of integrating language teacher identity into teacher education programs.
Qualitative interview study conducted with language teacher educators at an Australian university.
Utilized Varghese et al.’s framework to assess integration practices.
Identified three levels of language teacher identity integration: explicit, implicit, and theoretical.
Implicit integration of language teacher identity is the most commonly reported practice.
Identified pedagogical practices include bridging theory and practice, shifting from deficit-based discourses, and developing critical reflexivity.
Educators perceive that these practices contribute to the development of language teacher identity among trainees.
Cite This Study
Itsaraphap Moonthiya (2026) studied this question.