An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators

Abstract

Despite the growth of research on language teachers’ emotion and professional identity in the past decades, little is known about the emotional life of language teacher educators (LTEs), much less about their emotional vulnerability. Accordingly, the present study drew on activity theory and explored 14 Iranian LTEs’ emotional vulnerability and professional identity construction. Drawing on data from narrative frames and semi-structured interviews, our study demonstrated how context created tensions that profoundly shaped the LTEs’ emotional vulnerability and identification processes. Specifically, we found that LTEs’ emotional vulnerability results from others’ malpractice and/or their own lack of autonomy, leading to further identity investment. Although they faced a myriad of challenges serving as sources of emotional and professional identity tensions, the LTEs adhered to ethics in maintaining their identity standards to positively contribute to teachers’ professional growth. We provide implications for institutional policymakers to better acknowledge the professional status of LTEs so that they become less emotionally vulnerable.