The field of teacher identity: Challenges, endeavors, and implications for english as a foreign language (efl) research

Abstract

Teacher identity provides a critical analytical lens for the field of English as a Foreign Language (EFL) research in the last decade. However, the complicatedness of identity leaves room for disputes over conceptualizations and components of EFL teacher identity, while at the same allowing for multiple theoretical approaches. This paper reviewed three major challenges facing the EFL teacher identity research field: conceptualization, components, and analytical approaches. Two recent endeavours were synthesized that have stood out among research attempts in this field: a situated learning perspective and a developmental lens. Implications are suggested for EFL research in the future.