ABSTRACT
In recent years, the area of research that has gained momentum in the investigation of identity and language learning is that of the language teacher and the language teacher educator. Increasingly, the teacher identity researchers have also come to recognize that the language teacher education is inherently ideological, thereby raising calls to examine the political dimensions of being and becoming a teacher. This chapter discusses the growing number of non-native teachers, in particular the non-native English-speaking teachers (NNESTs), has called for a reforming of teacher identities in the globalized world. It explains that there has been a shift toward reflexive and the non-native concerns in recent teacher identity research. Such a shift has been accompanied by a growing methodological interest in the narrative inquiry as a means of examining how the teacher identities develop over space and time.
