Language Teacher Identity in TESOL -

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Introduction. Language teacher learning and practice as identity work: An overview of the field and this volume ; Part I. Teacher Identity Work in Narratives and Writing ; 1. Repurposing Identity Reconstruction as Transformative Pedagogy: Multilingual Teachers in The US First-Year Composition Context; 2. Writing Narratives, Shifting Identities: Developing Language Teacher Identity and Practice in Working with Students with Limited/Interrupted Formal Education ; 3. At the Dinner Table: Pre-Service EFL Teachers' Identity Negotiations and Resources ; Part II. Teacher Identity Work in Multimodal Spaces ; 4. Understanding Language Teacher Identity: Digital Discursive Spaces in English Teacher Education and Development ; 5. Multimodal Identity Construction of Technology-Using Language Teachers via Stance Taking in an Online Learning Space ; 6. Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education ; Part III. Teacher Identity Work vis-?-vis Race, Ethnicity, and Language ; 7. Reading, Writing, and Race: Sharing the Narratives of Black TESOL Professionals; 8. Anti-Oppressive Pedagogy in Language Teacher Education: A Collaborative Case Study of Identity Texts ; 9. Reality check: Identity struggle and experiences of NESTs Living and Teaching Abroad ; Part IV. Teacher Identity Work vis-?-vis Teacher Emotions ; 10. Teacher Emotion as Pedagogy: The Role of Emotions in Negotiating Pedagogy and Teacher Identity ; 11. Identity, Noticing, and Emotion among Pre-Service English Language Teachers; 12. Our Job, Too: International Full-time Non-tenure-track Faculty, English Language Teacher Education, and Emotionally Distressed Students in South Korea ; Part V. Teacher Identity Work in Teacher Educator-Researcher Practices ; 13. Intercepting and Fluid Identities: From Reflective Teacher Educators to Reflective Teachers ; 14. Strengths-Based Mentoring for Preservice ESL Teacher Professional Identity Development: A Self-Study of Teacher Education Practices ; 15. The Autoethnography of an [Re]-Emerging Researcher Identity and Its Impact on EAP Teaching Pedagogy ;