Language teaching research

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  Año 2025, Vol. 29, Número 8. Dedicado a: Part 1: Challenges and Practices to Advance Sustainable and Inclusive Practitioner Research. Part 2: Tensions in Language Teachers’ Professional Identity Development and Coping Strategies

  • Part 1: Challenges and Practices to Advance Sustainable and Inclusive Practitioner Research

    • Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research

      Assia Slimani-Rolls, Cori Crane, Judith Hanks, Inés Kayon de Miller

      • Resumen

      págs. 3222-3236

      

    • Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework

      Emily Edwards, Anne Burns

      • Resumen

      págs. 3237-3257

      

    • The influence of Exploratory Practice (EP): how a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation

      Assia Slimani-Rolls, Inés Kayon de Miller

      • Resumen

      págs. 3258-3276

      

    • What puzzles L2 learners about German grammar?: Using practitioner research to explore threshold concepts in language curricula

      Cori Crane

      • Resumen

      págs. 3277-3296

      

    • Long-term effects of exploratory practice on language learners

      Takaaki Hiratsuka, Matthew Nall

      • Resumen

      págs. 3297-3314

      

    • Puzzles in exploratory practice: the role of why questions

      Yoshitaka Kato

      • Resumen

      págs. 3315-3338

      

    • When we learn together: teachers and students as co-practitioners of learning and living through exploratory practice

      Beatriz de Souza Andrade Maciel, Diego Fernandes Coelho Nunes, Thelma Christina Ribeiro Côrtes

      • Resumen

      págs. 3339-3356

      

    • Shifting perceptions of inclusive practitioner research: epistemological affordances of exploratory practice

      Judith Hanks

      • Resumen

      págs. 3357-3374

      

    • Writing and publishing for inclusive practitioner research: local practices and wider issues

      Andrew Barfield, Tim Ashwell, Alison Stewart

      • Resumen

      págs. 3375-3395

      

  • Part 2: Tensions in Language Teachers’ Professional Identity Development and Coping Strategies

    • Language teacher identity tensions: an overview

      Zia Tajeddin

      págs. 3396-3406

      

    • Language teachers’ identity tensions and professional practice in intercultural teaching

      Yang Gong, Xuesong Gao

      • Resumen

      págs. 3407-3427

      

    • Going beyond boundaries: a collaborative autoethnographic study of three teachers’ negotiation of cognitive/emotional dissonances

      Miso Kim, Eunha Choi, Sungwoo Kim

      • Resumen

      págs. 3428-3447

      

    • Identity tensions of in-service teacher educators: a narrative inquiry

      Rukiye Eryılmaz, Kenan Dikilitas

      • Resumen

      págs. 3448-3466

      

    • ‘Agree to disagree’: reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective

      Yuan Gao, Yaqiong Cui, Peter I. De Costa

      • Resumen

      págs. 3467-3485

      

    • An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency

      Minh Hue Nguyen, Xuan Minh Ngo

      • Resumen

      págs. 3486-3506

      

    • Borderland negotiations of personal–professional being and belonging: a duoethnography

      Nathanael Rudolph, Aya Matsuda

      • Resumen

      págs. 3507-3522

      

    • Torn between socio-political mandates and professional identity: teachers’ collaborative reflection on their identity tensions

      Zia Tajeddin, Minoo Alemi, Zahra Maleknia

      • Resumen

      págs. 3523-3547

      

    • Drama-in-teacher-education: a ‘metaxical’ approach for juxtaposing EFL teacher identity and tensions

      Özgehan Uştuk

      • Resumen

      págs. 3548-3566

      

    • Becoming teachers of emergent bilinguals: navigating ideological and identity tensions

      Baburhan Uzum, Bedrettin Yazan, Netta Avineri

      • Resumen

      págs. 3567-3591

      

    • The pedagogical and socio-affective dimensions of identity tensions and teacher agency: case studies of university English teachers teaching online

      Yueting Xu, Jian Tao

      • Resumen

      págs. 3592-3613