Although research on teacher educators' identities has received increasing attention in recent years, non-higher-education-based teacher educators' professional identities are still under-researched. Informed by the third space theory perspective, this paper presents a study that investigated 139 non-higher-education-based English as a foreign language (EFL) teacher educators' identities through the lens of metaphors. An analysis of the metaphors revealed four types of identities, namely, the willing communicators, the discontented jack-of-all-trades and master of none, the struggling professional leaders, as well as the caring supporters. These terms capture the participants' self-images and specify their obligations and responsibilities as teacher educators. The paper concludes with some implications for teacher educators' preparation and continuing development. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Teachers and Teaching: Theory and Practice|
|Early online date||11 Nov 2019|
|Publication status||Published - 2019|
CitationZhang, H., & Yuan, R. (2019). Uncertain identities of non-higher-education-based EFL teacher educators: A third space theory perspective. Teachers and Teaching: Theory and Practice, 25(7), 874-889. doi: 10.1080/13540602.2019.1689491
- Non-higher-education-based teacher educators
- Teacher educator identity
- Third space