teacher-identity
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- PaperSystemForthcoming · 1 Aug 2026
“It's Putonghua-accented English”: Language ideologies of mainland Chinese English teachers in Hong Kong
Yi Cui, Seyyed-Abdolhamid Mirhosseini
Mainland Chinese English teachers in Hong Kong navigate language ideologies around Putonghua-accented English, revealing tensions between standard English norms and local linguistic identities.
- PaperELT Journal7 Jun 2026
Embodied learning in microteaching: from knowing to enacting
Joohoon Kang
A qualitative case study of English majors in Korea found that iterative microteaching with video-supported reflection shifts novices from procedural replication to context-responsive adaptation, develops intentional use of embodied strategies like gesture and stance, and facilitates teacher identity negotiation. The results indicate that microteaching can serve as a compact practicum bridging theoretical knowledge and classroom enactment.
Original abstract
This qualitative multiple case study investigates how microteaching supports the development of embodied pedagogical competence and teacher identity among English majors outside formal teacher education programmes in Korea. Although participants entered the course with theoretical knowledge, the first microteaching cycle revealed difficulties in task launch, interactional control, and classroom presence. Utilizing video-supported reflection and peer feedback, participants redesigned lessons in a second cycle. Findings show three shifts: participants moved from procedural replication to context-responsive adaptation; embodied strategies such as gesture and stance became more intentional; and identity evolved as learners negotiated new teacher roles. The study suggests that iterative microteaching can bridge the gap between knowing about teaching and enacting it, providing a compact practicum for English majors without school placements. Implications for designing reflective microteaching in ELT are discussed.
- PaperELT Journal14 Feb 2026
Reframing teachers’ role in post-conflict and crisis-affected contexts
Daniel Xerri, Luis Javier Pentón Herrera
This introduction to a special issue reframes ELT practitioners as multidimensional agents providing language instruction alongside trauma-sensitive care, peacebuilding, and community stabilisation in post-conflict and crisis-affected contexts. It conceptualises teacher identity and well-being as ecological and relational, shaped by systemic precarity and emotional labour, and calls for coordinated professional development and policy reform rather than over-reliance on individual resilience.
Original abstract
This introduction to the special issue on teachers in post-conflict and crisis-affected contexts examines the roles, identities, and pedagogical practices of ELT professionals working in environments where instability, displacement, and violence profoundly reshape educational realities. Moving beyond policy-centred accounts, it foregrounds teachers’ lived experiences, highlighting how ELT practitioners function as multidimensional agents who combine language instruction with trauma-sensitive care, peacebuilding, and community stabilisation. The article conceptualises teacher identity and well-being as ecological and relational, shaped by systemic precarity, emotional labour, and limited institutional support. It further illustrates how context-responsive and politically charged pedagogies transform ELT classrooms into spaces of psychological safety, critical dialogue, and collective coping. The article argues for a shift away from reliance on individual teacher resilience towards coordinated professional development, policy reform, and systemic support. By centring teachers’ agency and expertise, it offers insights for stakeholders concerned with sustaining education and social recovery in contexts of crisis.