While recent years have seen a research interest in the concept of teacher identity, still less is known about the interplay between teacher-researcher identity. This issue is important for the fields of applied linguistics and teacher education because it sheds light on teacher-scholars’ identity realizations. In this study, I examine the interrelations of teacher and researcher identity across different contexts and spaces. Namely, I analyze the trajectories of one teacher as he moved through countries and educational experiences. Data sources included semi-structured interviews, artifacts, and email correspondence. Beginning with the assumption that identity is a complex, dynamic, multidimensional, negotiated, and co-constructed process, I generated and analyzed data through holistic coding (Saldaña, 2016). I found that the participant demonstrated perception of his professional identity as a teacher in terms of duty. I discuss the points of transition, where the participant’s identities were re-shaped. My findings contribute to the conversation about the dichotomous view of teaching and researching.
Professional Identity (Re)Construction, Teacher Identity, Researcher Identity, Instrumental Case Study
I am grateful to my co-chair, Dr. Dustin De Felice and my program director, Dr. Shawn Loewen, for their rich feedback on this project.
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Recommended APA Citation
Achirri, K. (2020). A Dynamic Interplay of Professional Identities: Teacher-Researcher’s Identity (Re)Construction. The Qualitative Report, 25(6), 1695-1712. https://doi.org/10.46743/2160-3715/2020.4179