Co-production of professional identities through self-study: Cases of foreign language teacher educators

Abstract

The aim of this study is to co-construct professional identities among foreign language teacher trainers in Japan through collaborative self-study. We recognise that there is no standardised career path for teacher trainers, and research highlights the importance of engaging in reflective practices alongside colleagues who are at different stages in their careers. Collaboration within such a group of teacher trainers is highly beneficial, as it allows them to make sense of their perspectives and interpretations by positioning their own career stages in relation to those of others. The study highlights that, while individual reflection is possible, the shared process within a community leads to deeper knowledge and mutual growth. By examining the tensions and dilemmas faced by novice and experienced teacher educators, this research demonstrates how collaborative self-study facilitates the negotiation of professional identities and helps improve teaching practices.