Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator
Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

Summary/Abstract: Teacher identity building rather than learning teaching in terms of skills and subsystemshas recently been acknowledged as a priority in future teacher preparation. Several teacheridentity models have been offered, including the 3A Language Teacher Identity Framework(3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingnessto teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, whichdrew on other identity models available at the time of its conception, does not address theaffective side of language teacher identity explicitly enough and therefore can hardly embracethe uniqueness of this profession. That is why we decided to explore the issue of emotionsmore deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosenas a qualitative research method thanks to its novelty, its suitability for investigating identityissues and the opportunity it provides for us to explain and express ourselves. In ourduoethnographic dialogues we focused on our own emotions from three perspectives: formerschool language teachers, language teachers as parents, and language teacher educators, allof which are the roles we have played. The findings reveal our experience of emotions thatonce affected us and also suggest that emotions are not only psychological constructs buthave social dimensions as well.Keywords: language teacher identity,

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