Encouraging Teacher Identity Development through Reflection
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 nine investigates the interface between teacher identity and reflection. It addresses the need for reflection on identity as a promising but overlooked area in teacher reflection. Teachers’ reflection on their identity helps them understand their own personal and profession selves. In turn, this reflexive understanding of their identity can help teachers be more critically and effectively reflective on their professional development and teaching practice.