ABSTRACT
This chapter reports on the author's work to contribute to the growing body of research in which language teacher educators examine their own work and identities. It explores his experiences theorizing and using critical autoethnography as a semester-long teacher-learning activity in a graduate level “Linguistics for Classroom Teachers” course. The chapter focuses on Peggy’s (pseudonym) feedback sessions since she was great at asking the author challenging questions about the CAN writing process and its instrumentality for teacher candidates. It examines the author's multivocal self as a teacher educator by addressing the following research question: How did I negotiate and enact different identities in four one-on-one feedback sessions with a teacher candidate on their critical autoethnography? Using Akkerman and Meijer’s Bakhtinian definition of professional identity, the chapter analyzes data from feedback sessions with a teacher candidate, Peggy, who wrote her CAN in Spring 2018.
