Identity tensions of in-service teacher educators: A narrative inquiry

Abstract

Despite the growing research on teachers’ identity tensions, the tensions experienced by teacher educators, especially that of in-service teacher educators, remain underexplored. To address this issue, this narrative inquiry investigates the identity tensions of English language teachers who concurrently perform the role of in-service teacher educators. The data consists of semi-structured interviews, narrative frames, and visual documents. The thematic analysis of the findings suggested that the participants experienced tensions at three levels: interpersonal, intrapersonal, and institutional. While coping with these tensions, they developed new interpersonal skills, continued their professional learning, received peer and mentor support, engaged in other communities of practice, and persisted on finding their own ways of developing. The study concludes that although tensions unsettle professional identity development, they might still offer new developmental trajectories and help in-service teacher educators strengthen their identity.