Addressing the critical issue of teacher identity tensions, this edited volume looks at the tensions between teachers' instructional beliefs, values, and priorities, and the contextual constraints and requirements.

Zia Tajeddin is a Professor of Applied Linguistics at the Department of English Language Teaching at Tarbiat Modares University, Iran. His main areas of research include language teacher education, L2 pragmatics instruction and assessment, and intercultural language teaching in the context of English as an International Language (ELF).

Bedrettin Yazan is associate professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research focuses on language teacher learning and identity, language policy and planning, and world Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.

Teacher identity tensions: An overview Section One: Tensions and Teacher Identity Construction 1. Making sense of teacher identity tensions through critical autoethnographic narrative: Pedagogizing identity in teacher education 2. Systemic tensions and ESOL teacher identity development: From affinity to disaffinity 3. Negotiating tensions between aspired and practiced identities: An Australian case of agency in language-content teacher collaboration 4. Age and Nationality: Identity Tensions in Kuwait 5. Borderland negotiations of personal-professional identity: South Korean university-level language educators in Japan 6. Raciolinguistic tensions in translingual and transnational identity as pedagogy 7. Barriers to entry as barriers to identity: Short stories of the struggles of ethnic minority English language teachers to enter teaching in Hong Kong Section Two: Identity Tensions and Teacher Education 8. Identity Tensions in Teacher Education 9. Understanding and promoting inclusive TESOL through participatory community engagements: A duoethnographic study 10. "I Am Not the Other": A Yazidi American Teacher's Identity Work 11. Navigating identities, tensions, and (non)agentive positions in a TESOL graduate course: A case study of one multilingual ESOL pre-service teacher Section Three: Identity Tensions and Teacher Beliefs and Practices 12. Language teachers' gendered identity: Unpacking tensions in agency, instructional practice, and professional development 13. Enacting well-being: Identity and agency tensions for two TESOL educators14. Language teacher professional values, identity tensions, and agentive actions in the adult ESL setting 15. Negotiating identity tensions through feeling power. Epilogue.