Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Foreword: Language Teacher Identity xiii
5. Foreword: Language Teacher Wellbeing xvii
6. Introduction: Language Teacher Identity and Wellbeing: A Holistic Approach 1
7. Part 1: Knowledging
8. 1 Kua tau toku mauri: The Balance between Maori Language Teacher Cultural Identity and Wellbeing 11
9. 2 Collectivizing Our Care: Holistic Wellbeing in Teacher Education for Multilingual Teachers of Color 28
10. 3 Exploring Language Teacher Emotions of Belonging and Identity Formation from a Critical Poststructuralist Perspective 45
11. 4 The Promise of Critical Autoethnography as an Identity- Oriented Learning Activity for Teacher Wellbeing 61
12. Part 2: Developing
13. 5 Teaching, Learning and Balancing Wellness: The Life of a Labrador Inuttitut Teacher 77
14. 6 Language Teacher Identity Tensions: Effects on Job Satisfaction 91
15. 7 Exploring Language-Specialised Student Teacher Identity and Wellbeing in a Bilingual Teacher Education Programme 109
16. 8 Burnout, Energy Return on Investment and Recovering Post-Pandemic Motivation: An Oversharing Narrative 125
17. 9 The Interplay of Language Teacher Identity Development and Wellbeing: The Case of a Muslim ESOL Teacher 142
18. Part 3: Practicing
19. 10 Identity and Wellbeing in Journeys of Inuit and Yup’ik Language Teachers 159
20. 11 Taking a Turn for the Worse: Private Supplementary Tutor Identity Construction and Wellbeing in the Context of the ‘Double Reduction’ Policy in China 177
21. 12 Emotions as Mediating the Nexus between Iranian English Language Teachers’ Wellbeing and Identity Construction: An Ecological Perspective 196
22. 13 The Connections between University EFL Teachers’ Wellbeing and their Teaching Identities in the Korean Context 212
23. 14 Exploring the Wellbeing and Identity of EMI Lecturers at a UK University’s International Branch Campus 229
24. Conclusion: Balancing and Decentering 249
25. Index 265