Consumerist discourses on social media and language teacher educator identity tensions

Abstract This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.