Overview

This is the first edited volume to bring together research on the interaction between language teacher identity and wellbeing. It addresses the need for further research on the experience of language teachers and the vulnerability and resilience they demonstrate in the face of threats to their wellbeing. Naming, describing and analysing issues with a view to sensitively addressing them, this book contributes to research as a social enterprise which can raise public consciousness of these issues. Exploring how language teacher identity influences and is influenced by wellbeing, the chapters develop a theoretical and empirical understanding of this interaction using Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers. Spanning a wide range of cultural and institutional contexts, this book provides a wealth of insights for teacher leaners, practising teachers and researchers.

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9781800417021

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Thematically organized into three parts (Knowledging, Developing, and Practicing), this edited volume reminds us how closely language teacher identities and wellbeing are coupled. The varied theoretical, methodological, and pedagogical perspectives explored in the book extend a much needed conversation between these two key concepts in language teacher education. * Peter I. De Costa, Michigan State University, USA *

Author Information

Anne Feryok has recently retired from her role as Senior Lecturer in English and Linguistics at the University of Otago, New Zealand. Her work explores sociocultural theory, complex dynamic systems and language teacher identity. She serves on the editorial boards of several international journals.

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