Author Identifier

Arman Abednia

Date of Award


Document Type


Degree Name

Doctor of Philosophy


School of Education

First Supervisor

Associate Professor Geoffrey Lummis

Second Supervisor

Dr Yvonne Haig


This research project explored the potential of a second language teacher education course for fostering teacher identity negotiation. It was found that classroom conversations provided a rich space for teacher identity negotiation; however, no substantial changes were observed in most aspects of their identities during the course, except for a growth in a few teachers’ selfconfidence. The implications are that conducting teacher education in an interactive manner is highly beneficial, but deeper engagement with practice of teaching is recommended. These insights should facilitate positive outcomes for teacher education programs.


Paper Location