This volume explores five themes of teacher identity work: narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices, presenting quality research for those furthering their knowledge of concepts grounding language teacher identity.

Bedrettin Yazan is Assistant Professor of Educational Linguistics at the University of Alabama, USA.

Kristen Lindahl is Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA.

Introduction. Language teacher learning and practice as identity work: An overview of the field and this volume ; Part I. Teacher Identity Work in Narratives and Writing ; 1. Repurposing Identity Reconstruction as Transformative Pedagogy: Multilingual Teachers in The US First-Year Composition Context; 2. Writing Narratives, Shifting Identities: Developing Language Teacher Identity and Practice in Working with Students with Limited/Interrupted Formal Education ; 3. At the Dinner Table: Pre-Service EFL Teachers' Identity Negotiations and Resources ; Part II. Teacher Identity Work in Multimodal Spaces ; 4. Understanding Language Teacher Identity: Digital Discursive Spaces in English Teacher Education and Development ; 5. Multimodal Identity Construction of Technology-Using Language Teachers via Stance Taking in an Online Learning Space ; 6. Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education ; Part III. Teacher Identity Work vis-à-vis Race, Ethnicity, and Language ; 7. Reading, Writing, and Race: Sharing the Narratives of Black TESOL Professionals; 8. Anti-Oppressive Pedagogy in Language Teacher Education: A Collaborative Case Study of Identity Texts ; 9. Reality check: Identity struggle and experiences of NESTs Living and Teaching Abroad ; Part IV. Teacher Identity Work vis-à-vis Teacher Emotions ; 10. Teacher Emotion as Pedagogy: The Role of Emotions in Negotiating Pedagogy and Teacher Identity ; 11. Identity, Noticing, and Emotion among Pre-Service English Language Teachers; 12. Our Job, Too: International Full-time Non-tenure-track Faculty, English Language Teacher Education, and Emotionally Distressed Students in South Korea ; Part V. Teacher Identity Work in Teacher Educator-Researcher Practices ; 13. Intercepting and Fluid Identities: From Reflective Teacher Educators to Reflective Teachers ; 14. Strengths-Based Mentoring for Preservice ESL Teacher Professional Identity Development: A Self-Study of Teacher Education Practices ; 15. The Autoethnography of an [Re]-Emerging Researcher Identity and Its Impact on EAP Teaching Pedagogy ;