Publication Title

Tesol Journal

Document Type

Article

Publication Date

12-1-2025

Subjects

Language Teaching methods -- Pedagogy, Critical dialogue, Emotion, Identity, Language teacher educator, Mapping/place

Rights

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium,provided the original work is properly cited.© 2025 The Author(s). TESOL Journal published by Wiley Periodicals LLC on behalf of TESOL International Association.

Abstract

Language teacher educators (LTEs) enter their roles with complex personal histories and experiences. Little research exam-ines the ways in which LTEs of varying backgrounds reflect on these histories, their emotional responses to these reflections,and their connections to cultural contexts or systemic (in)justice. In this article, we treat the examination of our own personalhistories and their intersections with systems of power, as well as our related emotions, as pedagogy or as a reciprocal way ofteaching and learning. We critically map out and discuss our journeys towards an LTE identity, including our emotions, througha reflective, collaborative, and ongoing method we call cartographic dialogue. We demonstrates that our LTE identity journeysare strongly influenced by five key factors: emotion, place, relationships, collaboration, and positioning. We also highlighted thepotential for emotionally informed teaching and embodied critical consciousness to be built through this work.

DOI

10.1002/tesj.70071

Persistent Identifier

https://archives.pdx.edu/ds/psu/44134

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