A Language Teacher Educator's Identity and Agency Development via Virtual Professional Training: An Autoethnography

This study aimed to explore the developmental journey of an emergent language teacher educator (LTE) as she navigated the construction of her identity and enactment of her agency in the context of virtual teacher training sessions. Through personal reflections across a 3-year period, the author unpacks her transition from a dependent LTE, who was reliant on relational agency, to an independent LTE, who now exercises professional individual agency. Furthermore, this development has evolved from uncritical to critical LTE identity and agency, which emphasize the roles of adaptability and context sensitivity in LTEs' educational practice. Moreover, the findings highlight the dynamic interplay among personal experiences, professional contexts, and collaboration with colleagues in shaping LTE identity and agency. This research contributes valuable insights for preparing and supporting emergent LTEs. It emphasizes the importance of critical reflection and collaboration in promoting effective teacher education practices.

Duke Scholars

Author Zhenjie Weng DKU Faculty