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Studies of EFL teachers’ professional identity have experienced a sociological turn. As a result, much research attention has been showered upon exploring EFL teachers’ identity construction under the multiple interactions of individual and social factors. However, there are few documented studies concerning the EFL teachers at tutoring institutions, as a marginalized community of teachers. To this end, the present study drew on the narrative inquiry and case study to indicate the dynamic trajectories of identity construction among EFL teachers at tutoring institutions under the “Double Reduction” policy. 8 EFL teachers were recruited from Chinese tutoring institutions to participate in the semi-structural interviews. The analysis elucidated identity construction of EFL teachers at tutoring institutions from a sociocultural perspective. The construction path could fall into three-story constellations: the initial stage (idealized and flat), the exploratory stage (unstable and insufficient) and the renewal stage (thoughtful and far-sighted). Meanwhile, identity construction has also undergone four changes: enthusiast, victim but explorer, and aspirant. These outcomes may offer critical implications for policymakers and teacher educators to recognize and support the professional development of teachers at tutoring institutions amid policy shifts and contextual challenges.

With the growing demand for rehabilitation services, particularly in the post-COVID-19 era, novice rehabilitation physicians face increasing complexity in constructing their professional identities. This study employs ecological systems theory to explore the multi-layered professional identity construction of novice rehabilitation physicians, using a single-case study of Dr. X. Data were collected over a 16-month period through retrospective interviews, ethnographic observations, and a digital portfolio, and analyzed thematically. The findings revealed that Dr. X’s professional identity is constructed by his personal attributes and self-reflection, which are continuously influenced by his family members, workplace relationships and patient care in the microsystem. In addition, interdisciplinary collaboration and role negotiation in the mesosystem, and institutional expectations and societal norms in the macrosystem further construct his evolving professional role. From the chronosystem perspective, Dr. X’s identity construction unfolds dynamically over time, culminating in a confident, resilient, and collaborative rehabilitation physician. This study proposes an ecological model of novice rehabilitation physicians’ identity construction and offers valuable insights into professional development in rehabilitation medicine. Plain Language Summary The Professional Growth of Novice Rehabilitation Physicians After the COVID-19 pandemic, more people need rehabilitation treatment to recover from illness or injury. Novice rehabilitation physicians, who are just starting their careers, must learn not only medical skills but also how to see themselves as professionals in rehabilitation medicine. This study explores the journey of a novice rehabilitation physician, Dr. X, over 16 months. Retrospective interviews, ethnographic observations, and a digital portfolio were utilized to understand how his professional identity was constructed. This study found that his professional identity was shaped by personal qualities such as resilience, self-reflection, and values, as well as support and challenges from family, colleagues, and patients. Working with professionals from other medical areas, adjusting to workplace expectations, and responding to the society’s needs also played important roles. Over time, these experiences helped Dr. X become more confident, adaptable, and collaborative. The study presents a new model showing how different layers of a novice rehabilitation physician’s environment interact to influence his professional growth, offering insights for improving training in rehabilitation medicine.

Despite the recent interest in the emotions of language teachers, there is limited research on the emotions experienced by teacher educators during their identity transition from being teachers to teacher educators. Utilizing semi-structured interviews and a narrative frame, this qualitative study investigated the emotional tensions experienced by seven early-career English language teacher educators teaching at language institutes in Iran as they navigated new roles and expectations. Findings revealed a notable relationship between this identity transition and emotional tensions experienced by teacher educators, resulting in three main emotional tensions, namely feeling de-skilledness and self-doubt due to new expectations and responsibilities (dual identity), a lack of resilience against emotional tensions, and frustration due to a lack of immediate impacts. This study is important in that early-career teacher educators' identity has not been extensively examined, manifesting a lack of a comprehensive understanding of the emotional tensions they may experience during the transition from teachers to teacher educators. The findings offer implications for understanding the emotional tensions experienced by early-career teacher educators and creating strategies to manage their emotions during identity transition.

As the traditional teaching paradigm is reversed in Flipped Classroom Model (FCM), it has the potential to empower the teacher to allocate more valuable face-to-face classroom time for productive language tasks. Digital flipped course contents encourage the students and the teacher to take advantage of becoming a member in an online learning community and engage in a social-constructive learning approach. Such a profound shift from the traditional teaching and learning paradigm may influence the identity progression of L2 teachers. This longitudinal study aims to explore the ramifications of flipped grammar teaching on four L2 teachers’ identity progression over the course of two academic years within the three fundamental modes of belonging for identity formation, namely engagement, alignment, and imagination, identified by Wenger (1999) at tertiary level. Methodological triangulation was adopted to boost the transferability and reliability of the findings. Semi-structured interviews provided in-depth insights into the four L2 teachers’ relational thinking about flipped grammar teaching and their professional identity progression. The data also included four hours of classroom observations to witness the real-life implications of teachers’ accounts. The twofold data was analyzed using deductive content analysis. The results indicated that English teachers need to make long lasting and conscious efforts towards a reconciliation between their existing identities and FCM. The teachers not only need to find accommodation strategies to ensure better integration of reluctant students into FCM but also overcome their own accuracy-based exam anxiety as they redefine their grammar identities incorporating FCM.

The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage , study , and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

School counselors play a crucial role in preventing, disclosing, and intervening in child sexual abuse cases (CSA) and in maintaining safe and protected school environments. However, research on their experiences coping with CSA remains limited. The purpose of the present study was to describe and analyze the coping experiences of Israeli Jewish and Arab school counselors with CSA disclosure, particularly the consequences for their processes of professional identity construction (the ongoing process through which they develop and refine their sense of self in their profession). Semi-structured interviews were conducted with 21 Israeli Jewish and Arab school counselors working in elementary schools (grades 1–6) with significant experience in coping with CSA. Two themes surfaced, reflecting the counselors’ professional identity construction: (1) Counselors’ professional identity transformation following encounters with CSA among their students; (2) Integrating professional knowledge, attitudes, and engagement behaviors into professional identity. The findings describe a trajectory of transformation and professional development among the counselors, beginning with defining and refining their professional roles and followed by the integration of professional knowledge, attitudes, and behaviors into their professional routines. Arab counselors also highlighted specific sociocultural challenges within this process, relating to the gap between cultural values and role expectations. Implications for future research, policy, and practice are discussed.

While teachers’ language assessment literacy (LAL) development has been researched exponentially, little is known about the construction of teachers’ assessment identity in their LAL development. The current study attempts to fill this gap by exploring how two novice university English teachers constructed their assessment identity in the Chinese context. Data were collected over three semesters through narrative frames, interviews, and field observations. The data revealed that the two teachers experienced a shift from not identifying themselves to be an assessor to being an assessor, along with their LAL development. They constructed their assessment identity with different trajectories. Specifically, one informant proactively made sense of her identities as an unswerving assessment practitioner and an ardent assessment explorer but preferred to label herself as a guide and “a stumbling novice assessor.” The other developed his identities as a confident feedback giver and a lenient marker, preferably identifying himself as “a life mentor.” These idiosyncratic construction trajectories were mainly influenced by teachers’ conceptions of assessment, prior assessment experiences, personal dispositions (e.g., self-efficacy, agency, reflection) and institutional requirements. Findings of this study offer insights into the under-researched area of teacher professional identity in language assessment and provide implications on how to become effective language assessors.

As part of a large-scale project, the current qualitative study investigated the possible contribution of a consciousnessraising interactive workshop (as a form of professional development activity) to 30 )22 female and 8 male) Iranian EFL teachers' professional identity construction. Thirty Iranian EFL teachers were asked to write two reflective journals (one individually and one collectively) before and two others after they attended an eight-session interactive workshop on Reflective Journal Writing (RJW). The workshop aimed at raising their consciousness of RJW based on the framework proposed by Richards (1995) and the journal content guide developed by Soodmand Afshar (in press). Subsequently, in order to demonstrate how the consciousness-raising interactive workshop contributed to the participants' professional identity construction, interviews were conducted with them. The data collected were analyzed through the grounded-theory approach and qualitative content analysis. The results indicated that the workshop contributed to the participants' professional identity construction in various ways which are discussed at length in the paper.

While recent years have seen a research interest in the concept of teacher identity, still less is known about the interplay between teacher-researcher identity. This issue is important for the fields of applied linguistics and teacher education because it sheds light on teacher-scholars’ identity realizations. In this study, I examine the interrelations of teacher and researcher identity across different contexts and spaces. Namely, I analyze the trajectories of one teacher as he moved through countries and educational experiences. Data sources included semi-structured interviews, artifacts, and email correspondence. Beginning with the assumption that identity is a complex, dynamic, multidimensional, negotiated, and co-constructed process, I generated and analyzed data through holistic coding (Saldaña, 2016). I found that the participant demonstrated perception of his professional identity as a teacher in terms of duty. I discuss the points of transition, where the participant’s identities were re-shaped. My findings contribute to the conversation about the dichotomous view of teaching and researching.

In courses within technical disciplines, students are often asked to give oral presentations that simulate a professional context. Yet learning to speak like a professional in this academic context is a process often laden with complications. Using activity theory and situated learning as theoretical frameworks, this article explores the teaching and learning of one of the most common oral genres in technical fields—the design presentation. A study of the teaching and learning of this oral genre in three sequential engineering design courses reveals critical academic and workplace contradictions regarding audience, identity, and structure. Results of this study show that in the teaching and learning of design presentations, audience and identity contradictions were managed by a primary deference to the academic context whereas structural contradictions were addressed by invoking both workplace and academic activity systems.