UNVEILING THE COMPLEXITY OF LANGUAGE TEACHER IDENTITY: A COMPREHENSIVE REVIEW OF THEORETICAL FRAMEWORKS
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In recent years, the study of language teacher identity (LTI) has gained substantial traction, reflecting a shift in the perception of language teachers from passive technicians to knowledgeable and proactive professionals. This paper conducts an in-depth review of twelve categories of theoretical frameworks used to explore LTI, including poststructuralism, positioning theory, sociocultural theory, community of practice, and others. The review indicates that teacher identity is a highly complex, dynamic, and context-specific concept, influenced by a multitude of internal and external factors such as emotions, beliefs, social interactions, and power relations. Each theoretical framework offers unique insights into different aspects of LTI. While each theory has its strengths, no single framework can fully capture the complexity of LTI. The review also identifies several overarching themes, including the importance of context, the role of power, and the dynamic nature of identity. It is evident that combining multiple theories and constructs provides a more holistic understanding of LTI. Complexity theory emerges as a potential approach to address the limitations of existing theories, given its emphasis on context, agency, and adaptation. This review contributes to the ongoing dialogue on LTI and offers valuable directions for future research and language teacher education.
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