Language teacher educators' identity development through self‐study: A case for collaboration and community

Abstract

In this conceptual feature article, we explore how our language teacher educator (LTE) identities have been shaped through collaboration around practice‐based research as we have engaged in more than a decade of self‐study of teacher education practices (S‐STEP) work. We consider three key aspects of our collaborative identities: (1) we have a shared identity and purpose as LTE researchers; (2) we also have individual LTE identities and so heterogeneity within our group is a strength; and (3) our shared and individual LTE identities are nested within a mutual community of trust. We have found that all three of these components are necessary to develop and sustain our collaborative work, which has a dual goal of contributing to the field while we strengthen our own practices. It is our hope this article can help guide LTEs who are seeking to develop their identities and expertise and searching for communities in which to do so.