Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China

Despite a surge of research interest in teacher identity in both TESOL and general education, there is a lack of attention to the role of metacognition in language teachers’ identity (re)construction. Informed by the integrated framework of metacognitions comprising metacognitive knowledge, strategies, and experiences, this article reports on four expert language teachers’ metacognitions about identities and how such metacognitions influenced...