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Book: Language Teacher Identity and Reflective Practice

Chapter: Discursive Construction of Teacher Identity through Social Networking and Communities of Practice (COPs)

DOI: 10.1558/equinox.42105


Chapter seven places identity in the context of technology and COP. No doubt, identity as conceived from a constructivist vantage-point can be negotiated, constructed, reconstructed, and changed collaboratively and discursively in interaction with other agents involved in teacher identity development, such as peer teachers, learners, supervisors, and managers. This can occur collaboratively and discursively face to face or online via social networking and online COPs. This chapter imbeds teacher identity negotiation and reconstruction into the context of technology-mediated interaction and unpacks teacher discourse in this negotiated process.

Chapter Contributors

  • Zia Tajeddin ( - zia_tajeddin) 'Allameh Tabataba'i University'