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July 15, 2026TESOL QuarterlyOpen Access

Language Teacher Educator Identity, Wellbeing and Agency Nested in a Community of Practice: A Collaborative Autoethnography

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Authors

YTYasemin Tezgiden‐CakcakADAycan Demir‐AyazIKIşıl Günseli Kaçar

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Overview

Collaborative autoethnography examines the impact of community of practice on language teacher educators' identity and agency.

Key Points

  • This research aims to explore how a community of practice influences language teacher educators' identities, wellbeing, and agency.
  • Collaborative autoethnography conducted by three university-based language teacher educators in Türkiye.
  • Analysis based on Wenger's framework of community of practice.
  • Focus on the interdependent relationship between identity, wellbeing, and agency.
  • The CoP facilitated the reclamation of legitimacy among language teacher educators.
  • Participants experienced enhanced wellbeing and agency within a supportive, dialogic environment.
  • The conceptualization of identity–wellbeing–agency as a recursive process offers new insights for language teacher educators.

Cite This Study

Tezgiden‐Cakcak et al. (2026) studied this question.

synapsesocial.com/papers/6a57245a88b21df875480c2dhttps://doi.org/10.1002/tesq.70188
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