Teacher Identity and Teaching Practice
Language Teacher Identity and Reflective Practice - Zia Tajeddin
Zia Tajeddin [+]
Allameh Tabataba'i University
Zia Tajeddin is Professor of Applied Linguistics at Allameh Tabataba’i University, Iran. He is Chair of Iranian Interlanguage Pragmatics SIG and Editor of Applied Pragmatics (John Benjamins) and Journal of Second Language Teacher Education. His research interests center on interlanguage pragmatic instruction and assessment, conversation analysis, (im)politeness, teacher/learner cognition and identity, and EIL/ELF. He has presented papers in many (inter)national conferences and published papers in journals such as The Language Learning Journal, Journal of Intercultural Communication Research, RELC Journal, Australian Journal of Teacher Education, The Asia-Pacific Education Researcher, TESL-EJ, Language and Intercultural Communication, and TESL Canada Journal.
Chapter eight addresses the benefits of teachers’ reflection on and awareness of their identity for boosting teachers’ teaching quality and effectiveness. Teacher identity is a salient part of their professional lives and hence identity awareness can have implications for teacher efficacy and effective teaching practice. This chapter discusses how identity awareness and teaching practice are interrelated.