Perspectives on Language Teacher Identity in the Context of a Post-Pandemic “New Normal” Epoch

Abstract

In the post-pandemic “New Normal” time, language teacher identity (LTI) emerges as an important issue in the development of language education to strengthen understanding of professional development and teacher education processes. Since the important role that professional identity plays in teachers' beliefs and everyday practices, language teacher identity is defined as an effective category of sub-identities that can be in accordance with each other. Up to now, not many research studies have investigated how these multiple identities are formed and negotiated by teachers as they develop professionally. LTI innovative expansion and revitalization of the knowledge base of language teacher education, LTI work, and its dissemination can also be considered as an advantage for developing field professionals; specifically, in the post-pandemic “New Normal” epoch when teachers have to combine traditional teaching methods with technology-based approaches in which, the appeal to tradition is in the contrast with the appeal to novelty.