L2 teacher identity development: An activity theoretic perspective

In the light of the substantial surge of interest in identity in L2 teacher research, it has become necessary to explore the inner dynamics of the development/construction of the construct. For this reason, the present study draws on data from face-to-face interviews, class observations, and the participants' Instagram pages to explore two EFL teachers’ identity development. Informed by activity theory as a conceptual lens, the iterative...