Teacher diaries: a multifaceted tool for language teacher educator identity construction and development

Abstract

ABSTRACT This paper explores the construction and development of language teacher educator (LTE) identity via teacher diaries that were part of a concrete action research project revolving around the role of translation and learners’ own language use in the ESL/EFL context. Through qualitative thematic analysis of diary entries that were supplemented by a post-diary interview, the study identified a three-dimensional LTE identity model consisting of unflagging facilitator, flexible educator and determined researcher. The facilitator and educator dimensions were richly represented in the data and demonstrated strong interconnections. Although the remaining dimensions of determined researcher appeared less frequently, it revealed challenging tensions caused by a combination of external and institutional factors. Furthermore, this study emphasises the utility of teacher diaries as an effective research tool for self-reflection and professional growth, offering valuable insights into the dynamic, complex and continuously evolving nature of LTE identity.